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The U.S. Department of Education has published final regulations about the requirements colleges with approved prison education programs (PEPs) must follow in order for students who are incarcerated to be eligible to access Pell Grants for an academic credential. This webinar covers key takeaways from the final rules for college PEPs, departments of corrections, and accreditation agencies.
In collaboration with the Higher Learning Commission (HLC), the Vera Institute of Justice created this guidebook for accreditors and their peer reviewers, providing insight into the unique context and goals of postsecondary education in correctional facilities.
On April 26, 2022, the U.S. Department of Education announced actions to help incarcerated individuals access educational programs as part of the Biden-Harris Administration’s broader efforts to support reentry, empower formerly incarcerated persons, enhance public safety, and strengthen our communities and our economy.
This guide from the U.S. Department of Education's Office of Career, Technical, and Adult Education is for people who are incarcerated and for those on probation and parole. It’s also for those who were previously involved with the justice system.
This brief from the U.S. Department of Education's Office of Career, Technical, and Adult Education describes efforts to provide secure and cost-effective access to technology in correctional facilities to help strengthen and expand educational and reentry services.
This is an award announcement for FY 2022 Improving Reentry Education and Employment Outcomes to Georgia Pathways to Campus: Developing Pre- to Post-Release Support at Georgia State Universities and Technical Colleges.
This is a solicitation for FY 2022 Improving Reentry Education and Employment Outcomes.
The research team asked if institutional leaders provide tuition statements to incarcerated students. If so, the leaders were asked to provide de-identified student bills as part of their participation in the study. Five institutions provided these documents. If they responded, the researchers described what each institution offered to their team.
Led by the inaugural cohort of the Justice Fellows Policy Program, The Education Trust, in partnership with local higher education and justice advocates, analyzed state support for currently and formerly incarcerated students in eight states—California, Illinois, Louisiana, New York, Michigan, Ohio, Tennessee, and Texas—and developed state-specific toolkits to help advocates and policymakers tear down the remaining barriers for justice-impacte
Exploring the Experiences of Participants in Second Chance Pell is a mixed-methods research study examining the implementation and facilitation of the Second Chance Pell Experiment commenced in 2019, and includes data collected from staff, students, and alumni affiliated with nine higher education institutions. This brief provides an introduction and executive summary for all reports included in the series, titled Pell Is Not Enough.
Launched in 2015, the Second Chance Pell Experiment allowed a select number of institutions of higher education to provide Pell Grants to incarcerated students. Seven years later, and on the cusp of Pell expansion, there are a few noteworthy impacts of the federal experiment:
» As of 2022, up to 200 institutions of higher education can participate in the federal experiment.
The Second Chance Pell Experimental Sites Initiative, launched in 2015, has already impacted the landscape of prison higher education by increasing the number of colleges and universities providing in-prison postsecondary education. This research brief draws upon three years of data collection through a national mixed-methods project, Exploring the Experiences of Participants in Second Chance Pell.
This research brief draws upon three years of data collection through a national mixed-methods project, Exploring the Experiences of Participants in Second Chance Pell. It draws from the perspectives of higher education administrators and practitioners participating in the federal experiment.
This research brief draws upon three years of data collection through a national mixed-methods project, Exploring the Experiences of Participants in Second Chance Pell. It highlights the perspectives of Pell recipients enrolled at four institutions of higher education participating in the federal experiment. Specifically, it focuses on students’ perceptions of the costs of postsecondary education and the Pell Grant.
This brief examines student and alumni understandings of federal student aid. Specifically, this brief explores their perceptions and understandings of the Pell Grant, eligibility for the Pell Grant—including lifetime eligibility used (LEU) limits—and how these perceptions might influence students' postsecondary educational journeys.
This research brief draws on focus groups conducted by the Research Collaborative on Higher Education in Prison at the University of Utah with incarcerated students and formerly incarcerated alumni of prison higher education programs. The researchers examine the perceptions of federal student aid among student participants in the Second Chance Pell Experiment across four institutions.
This brief from the Evaluation and Sustainability Training and Technical Assistance (ES TTA) team at RTI International and the Center for Court Innovation discusses best practices in protecting and ensuring the confidentiality of participant data.
This resource brief from the Evaluation and Sustainability Training and Technical Assistance (ES TTA) Project at RTI International and the Center for Court Innovation provides guidance on key decisions that need to be made when undertaking primary data collection with reentering populations for reentry program evaluation.
In this research brief, researchers share findings from incarcerated students and alumni regarding their experiences with technology during enrollment in postsecondary education and participation in Second Chance Pell.
This book finds that the current measures of success for individuals released from prison are inadequate. The use of recidivism rates to evaluate post-release success ignores significant research on how and why individuals cease to commit crimes, as well as the important role of structural factors in shaping post-release outcomes.
