Displaying results 301 - 320 of 455
Student handbook: The mission of Feather River College's Incarcerated Student Program is to offer a high-quality, transferable associate degree in liberal arts to a diverse incarcerated student population. The college's mission is to also offer life skills courses that culminate in an entrepreneurial business certificate.
This document provides highlights from data collected prior (e.g., online registration and scholarship application), during (e.g., onsite registration, panel attendance), and after (Exit Report and unsolicited feedback/emails) the 2017 NCHEP.
This Exit Report offers the full portrait and findings of the 2018 NCHEP conference experience.
This study is a longitudinal, mixed-methods effort to document the effects of participation in the college program at San Quentin State Prison. The college program is administered by a non-profit called the Prison University Project, and has served thousands of incarcerated individuals since its founding.
A meta-analysis of 37 years of research (1980-2017) on correctional education and applied meta-analytic techniques.
This resource discusses a meta-analysis of 18 eligible studies of educational interventions implemented within juvenile correctional facilities.
This document is a BJA solicitation for the Tribal Corrections Capacity Building Training and Technical Assistance Program.
This Special Report examines four principles for state leaders to consider as they develop or evaluate financial aid redesign reform efforts. The financial aid redesign principles, identified through a Thinkers Meeting that included experts from across the country, fall into four areas: Financial aid programs should be (1) student-centered, (2) goal-driven and data-informed, (3) timely and flexible, and (4) broadly inclusive.
Reentry guide: This program serves adult women, with no college credit or non-credit offerings. Instruction is on-site, face-to-face, and remote.
Volunteer handbook: The Prison Education Program at Saint Louis University is a Jesuit-inspired initiative that provides access to high-quality liberal arts education for people who are incarcerated and prison staff.
In this paper, Jobs for the Future elaborates on over a decade of work supporting community college access and completion to offer a more inclusive policy approach.
This brief from the National Skills Coalition proposes a new $500 million Career Pathways Support Fund that would allow community and technical colleges to provide critical academic, counseling, and support services that help low-income and other nontraditional students succeed in job-driven education programs.
Developed by the Life University Center for Compassion, Integrity, and Secular Ethics (CCISE), this resource manual offers guidelines for practice and trains readers to use a secular ethics approach to cultivating personal, social, and environmental flourishing.
With support from an anonymous donor, Hudson Link for Higher Education in Prison and the Saint Louis University Prison Program have spearheaded a year-long planning process related to the formation of a national organization for higher education in prison.
With support from an anonymous donor, Hudson Link for Higher Education in Prison and the Saint Louis University Prison Program have spearheaded a year-long planning process related to the formation of a national organization for higher education in prison.
This is a research paper describing the Prison University Project. The Prison University Project (PUP) at San Quentin State Prison, an accredited college program administered through Patten University, offers an associate's degree in liberal arts to prisoners with high school degrees or GEDs.
This report highlights data from the U.S. PIAAC Survey of Incarcerated Adults and its extensive background questionnaire and direct assessments of cognitive skills. It examines the skills of incarcerated adults in relationship to their work experiences and to their education and training in prison.
This policy analysis provides descriptive information about incarcerated youth populations, explores their educational challenges, reviews currently enacted state and federal policies designed to address their needs, and provides policy considerations for state governments.
This study helps to explain how the use of the criminal history box on college applications and the supplemental requirements and procedures that follow create barriers to higher education for otherwise qualified applicants.
