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This four-part, Emmy-nominated PBS documentary offers an intimate look at the lives and experiences of a dozen incarcerated students participating in the Bard Prison Initiative and their families. The documentary confronts and challenges conventional wisdom about the purpose of both education and incarceration.
Written by Open Campus staff reporter Charlotte West, this biweekly newsletter from Open Campus is about the future of postsecondary education in prisons. This online archive contains PDF versions of previous issues of the newsletter.
This document outlines the State University of New York's (SUNY's) commitment to educational equity for all incarcerated students in New York State correctional facilities.
If your State University of New York (SUNY) campus is interested in finding ways to serve justice-involved students in your community, the following information may help you in planning and navigating critical conversations. We know everyone's path is different and some of these activities may occur simultaneously and/or on an ongoing basis.
This fact sheet from the State University of New York (SUNY) Higher Education for the Justice-Involved (HEJI) program provides actionable steps that postsecondary education administrators can take to support justice-involved students on their campuses.
This report addresses three questions about state-level recidivism trends:
- What progress has been made?
- How much could states save by reducing recidivism further?
- Are states ready to expand their efforts?
The reinstatement of Pell Grant eligibility for incarcerated individuals marks a pivotal moment in the landscape of higher education in prison (HEP) programming in the United States. However, despite this promising development, financial barriers persist, hindering the growth and sustainability of HEP initiatives.
The importance of providing incarcerated individuals with meaningful education, skill-building, and paid opportunities with livable wages has gained recognition in recent years. Such paid programs not only benefit the individuals involved, but also have far-reaching positive impacts on society.
People who are incarcerated have historically been vulnerable to exploitation in research. This brief highlights resources on best practices for researchers to protect the autonomy, privacy, and rights of individuals who are incarcerated.
This brief describes the factors to consider when planning an evaluation of a postsecondary education in prison program. Evaluations are critical tools for assessing whether a program has been implemented as intended and equitably, informing program development or improvements, and assessing the effects of a program on student outcomes.
To have consistent access to relevant DOC data on students who are incarcerated, postsecondary institutions should establish data use agreements (DUAs), also known as data sharing agreements (DSAs), with their DOC partners. This brief breaks down the basics of establishing a DUA.
Will Anderson, who is currently incarcerated in Minnesota Correctional Facility-Faribault, offers postsecondary leaders advice about overcoming challenges they may face when launching college programs in corrections facilities.
Investments in education programs for students who are incarcerated have increased, but gender inequities in access persist. Seven women share first-person accounts of the challenges of studying while incarcerated.
Postsecondary education programs in prisons collect data on their students to inform program planning; assess students’ academic progress and outcomes; and meet institution, government, and funder reporting requirements. Also, programs applying to the U.S.
Ithaka S+R designed a playbook to help correctional education leaders center student learning as they navigate the education technology landscape.
