Corrections Education and the Evolving Educational Landscape

Heather Robinson

Corrections education encompasses a wide range of programming, from traditional academics to religious instruction and cognitive behavioral interventions. As both jails and educational systems rapidly evolve, their interaction grows increasingly significant. In this article, I will explore the intersection of corrections and education, beginning with an overview of education’s benefits. I will then trace the history of educational programs in correctional facilities, examine the various methods of delivery along with their challenges, and finally speculate on the future of education in correctional settings.

The Impact of Education Inside and Out

How does what we do on the inside affect what happens on the outside? A 2023 Department of Education report reveals that incarcerated individuals who complete educational programs experience a 43% reduction in recidivism, though it is important to note the definition of recidivism was not clearly defined. Additionally, their employment rates post-release are 13% higher than those who did not participate in programming (The Importance of Education for Prisoners, 2024). While data highlights these benefits, anecdotal evidence points to deeper psychological gains—such as increased self-confidence and self-efficacy.

Supporting this, a 2017 study published in the Journal of Crime and Delinquency found that incarceration often creates a lasting state of “self-stigma.” Notably, participation in educational programs was shown to reduce the intensity of this stigma post-release (Evans et al., 2017). These internal changes underscore how education not only equips individuals with skills but also reshapes self-perception in a meaningful way.

But how does what we do on the inside affect what happens within correctional settings themselves? For those working in corrections, it may be difficult to see the long-term impacts of programming. Yet, educational opportunities benefit not only those incarcerated but also the safety and security of the facility itself. A 2017 study in the Journal of Culminating Projects in Criminal Justice revealed that individuals who completed high school equivalency programs experienced a 33% reduction in disciplinary actions (Earl, 2017). These findings were echoed in later research by Courtney (2019) and Reale et al. (2025), reinforcing the importance of sustained educational efforts within facilities.

A Historical Lens on Correctional Education

To understand where correctional education is headed, we must first examine where it’s been. The Correctional Education Movement began in 1789 at the Walnut Street Jail in Philadelphia, where clergy delivered primarily religious instruction. This model persisted until 1900, when the Bedford Hills Reformatory for Women began experimenting with a more traditional academic model.

By 1913, incarcerated individuals at the U.S. Penitentiary in Leavenworth were attending a State Agricultural College, and over subsequent decades, various colleges and universities began offering courses in correctional facilities. However, momentum slowed dramatically in 1993 when incarcerated individuals lost access to Pell Grants, effectively ending most higher education in correctional facilities. In recent years, though, we’ve seen a shift back. Select Prison Education Programs have regained Pell eligibility, signaling a resurgence in higher education opportunities for incarcerated learners (Timeline— Education and Prison, 2017).

Understanding Jail-Specific Challenges

While the broader history of correctional education is informative, jails present unique challenges that must be acknowledged. Jails tend to have a more transient population; approximately 70% of those in jail are pre-trial and may leave at any time (Prison Policy Initiative, 2019). This instability makes it difficult to implement long-term programs. Additionally, the uncertainty surrounding legal outcomes can significantly affect participants’ focus and motivation.

Evolving Educational Programs

In response to these challenges, educational programming in correctional settings has evolved into three major categories:

  1. Basic Adult Education and Literacy—Designed for individuals reading at or below an 8th-grade level. Unfortunately, literacy remains a major hurdle: a 2017 report from ProLiteracy found that 70% of incarcerated individuals and over 40% of impoverished individuals have low literacy levels (Morgan et al., 2023).
  2. High School Equivalency Programs—Including GED, HiSET, and TASC, these programs are commonly available in many facilities. Some jurisdictions also offer adult alternative high schools for those who have aged out of the traditional system but still wish to earn a diploma (Education Programs–Saint Leonard’s Ministries, 2025).
  3. Local School District Education—These programs help eligible incarcerated students earn credits toward graduation based on their local district’s curriculum. Importantly, this includes services for students with individualized education programs (IEPs). Under Part B of IDEA, incarcerated students remain entitled to special education services regardless of their incarceration status. A robust educational program should offer consistent SPED support and a clear graduation plan (Robinson, 2025).

Beyond foundational education, there has been a slow but notable expansion of post-secondary opportunities. Although more prevalent in prisons due to Pell Grant eligibility, jails could partner with accredited programs to offer correspondence courses. The largest hurdle remains funding—both for students and institutions, as Pell Grant eligibility applies only to approved Prison Education Programs (PEP).

Changing Methods of Instruction

As programming expands, so too does the need for flexible delivery methods. The most accessible and commonly used format in jails is paper-based instruction. While easy to distribute and track, the quality of education through worksheets alone is generally lower than that of traditional classroom learning (White, 2023).

In-person instruction remains the gold standard. It supports differentiated instruction and is especially beneficial for students with learning disabilities (Petretto et al., 2021). However, staffing shortages, limited classroom space, and rigid facility schedules often constrain the number of students who can participate. Additional considerations—like classification levels, special education needs, and security concerns—add further complexity.

Technology-based instruction has emerged as a promising alternative. As of 2025, 48 U.S. states allow some form of digital access via tablets or kiosks (Law360, 2025). These platforms provide high school alternative prep, learning management systems (LMS), and even college-level courses. Digital access significantly expands the reach of educational content, overcoming some of the logistical barriers of traditional programs. Moreover, digital literacy is increasingly linked to post-release success (Farley & Pike, 2016).

However, access isn’t always equitable. In some facilities, incarcerated individuals must pay to use tablets, creating a barrier for low-income students (Prison Legal News, 2025). Furthermore, not all learners thrive in virtual environments. Research by Bai et al. (2020) found that most students preferred in-person instruction due to greater engagement and clarity. Challenges such as time management, communication breakdowns, and technical issues are common in digital learning environments (National University, 2021; Kara et al., 2019).

Looking Ahead

So, what’s next for correctional education? One area with tremendous potential is programming for individuals in special management housing units. When education is available in these settings, it can lead to significant behavioral and rehabilitative gains as long as safety and security are not compromised.

Additionally, there is growing momentum to expand special education (SPED) services in collaboration with local school districts. This includes increased access to SPED staff, speech language therapists, and alternative instructional methods tailored to individual needs.

Post-secondary education in jails remains a major challenge, but new policies and partnerships are opening doors. The recent reinstatement of Pell eligibility marks an important shift that may pave the way for more robust programming.

It’s an exciting time for both corrections and education. We have the opportunity—and the responsibility—to reach a more diverse student population, modernize adult education, and expand meaningful post secondary opportunities. The future of correctional education is not just about teaching—it’s about transforming lives, both inside and out.

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Heather Robinson holds a master’s in psychology from the University of Iowa. She has worked for the Douglas County Department of Corrections in Omaha, Nebraska, for the past ten years. She started her career as the education specialist at the work release and criminal justice center. Currently, she serves as the Educational and Vocational Supervisor. Heather has devoted a tremendous amount of time and energy to creating a more inclusive educational experience for the individuals in DCDC. You can contact her with any questions at heather.robinson@douglascounty-ne.gov

References

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