Corrections_Today_July_August_2019_Vol.84_No.4

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A remarkable 1,270 randomly selected persons in state and federal prisons were surveyed during the calendar year, 2014. Perhaps it is understandable that a discussion of education in prisons begins with a consideration of existing programs and initiatives, but a “gap analysis” is also important and would entail looking first at the population. In addition to identifying skill levels and educational histories prior to incarceration and program participation, the PIACC interviews documented a common aspiration of

prisoners to engage in educational programs during incarceration; clearly many prisoners need and want educational opportunities but languish on program waiting lists. Too many potential students are “doing time” when they could, should and want to be investing their prison time in skill development. PIACC data documents that many potential prison students lack basic educational credentials, function with basic academic skill deficits and live with unmet special education needs. These facts need to be confronted as

we discuss the types of investments we are making in educational services for those incarcerated. We need to think seriously about how we integrate our determination to offer college opportunities to the incarcerated with the widespread and largely unmet need for basic education services. Other critical information needs not addressed in “Education for Liberation” include the processes by which corrections professionals identify treatment needs, integrate information about these various

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Corrections Today July/August 2019 — 71