I believe in second chances.

I’ve shared a few articles on LinkedIn about rehabilitative opportunities for incarcerated individuals. A few of the posts were of articles I wrote, while others were posted by writers other than myself, and I simply shared a poignant quote from their article. 

Most of the comments on LinkedIn have been highly supportive of the work that goes on behind bars, whereas other incredibly condemning and short-sighted views have been down right upsetting.

Prison opportunities for rehabilitation

For example, in this post, I shared a report from Justia Law, and I quoted one line that seemed to strike a nerve with some readers: “Prisons are criminogenic because scarcity demands illicit behavior and rewards violence.”

“Give me a break!” one particularly opposing comment began. He went on to say, “the inmates in this country are overfed with food that is better than any school cafeteria or nursing home,” and “if our country spent half as much time and money on our elderly and our children, the world would be an amazing place.” The final comment he made: “Get real…criminals remain criminals because they refuse to change their behavior, thoughts, and actions.” 

Another commented, “prisons are indeed criminogenic given the amount of criminals one is apt to find within them,” and “BTW, the job of prisons is not to change criminals into law-abiding citizens. That mission was shoved down the throat of corrections by a group of religious zealots more than 220 years ago…”.

And this post, which had 25,725 impressions, 64 comments, and 609 likes on LinkedIn, clearly stirred up the proverbial pot about the merits of prison education. 

I shared statistics related to prison-based education, when I said: “Research shows that providing educational opportunities to people in prison is the single most effective way to reduce recidivism. When incarcerated people take some college classes, they are 43% less likely to be re-incarcerated than those who do not. People in prison who earn an associate’s degree are around 85% less likely to return to prison, while those who receive a bachelor’s degree are more than 95% less likely.”

The overwhelming majority of the post’s comments were supportive, especially those from the formerly incarcerated individuals who had, in fact, turned their lives around through engaging in educational opportunities offered to them while imprisoned.

One of my favorites: “I am a five-time convicted felon who in my last incarceration made up my mind to stay out of prison. I went on to get three higher education degrees, ending with a double-masters. I’ve been out of prison over 25 years, and I’ve opened my own business helping former offenders find a productive pass back home.” 

I won’t share the worst of the comments I received related to that article.

Suffice it to say, several of the negative comments from posts like these got me riled up. Sure, many individuals who enter the criminal justice system do, in fact, make choices to continue engaging in unlawful behaviors. But there is a significant number of incarcerated individuals who desire change and transformation. They long for opportunities to rehabilitate, and to change the way they think about themselves, others, and their future. 

I believe that good quality prison education is crucial for providing those who are incarcerated with opportunities to turn their lives around. Growth and transformation are possible, but, indeed, nearly impossible without opportunities to do so.

Stories of hope, change, and transformation

 A 2016 qualitative study with 26 participants who had completed a prison educational program concluded that “individuals who have participated in a prison higher education program believe their education provided long-term improvements in outcomes for them, as well as for their families and the correctional administration as a whole.” 

Participants in the study believed that the educational program affected their self-identity, their mental health, and their social and familial relationships. They also credited the program for helping to prevent recidivism.

Recently, NPR reported on a program from Pitzer College that allows participants to earn a bachelor’s degree while incarcerated. The interviewee first visited juvenile hall when he was 11 years old, he spent his 20’s selling drugs and rising to gang leadership, and he received a 15-year prison sentence at age 32. He started earning his degree from Pitzer while incarcerated and finished his degree on the outside as a part of a special program offered to those who are incarcerated. He credits the higher education opportunity as instrumental for changing “my whole mind frame about life in general.”

Improved recidivism rates

“The Bureau of Justice Statistics studies have found high rates of recidivism among released prisoners. One study, which tracked 404,638 prisoners in 30 states after their release from prison, found that about 2/3 (67.8%) of released prisoners were rearrested within 3 years of release and more than 3/4 (76.6%) were rearrested within 5 years. More than half (56.7%) of these rearrests were in the first year after release. However, there is a 43% reduction in recidivism rates for those prisoners who participate in prison education programs. Indeed, the higher the degree, the lower the recidivism rate is: 14% for those who obtain an associate degree, 5.6% for those who obtain a bachelor’s degree, and 0% for those who obtain a master’s degree.” This was quoted in a post by the Northwestern Prison Education Program.

Cost effective rehabilitation

Prison education is also cost effective, according to Northwestern. "Prison education is a highly cost-effective investment. A study by the Department of Policy Studies at the University of California at Los Angeles, for instance, found that “a $1 million investment in incarceration will prevent about 350 crimes, while that same investment in [prison] education will prevent more than 600 crimes. [Prison] education is almost twice as cost effective as incarceration.” Another study found that for every $1 invested in prison education, taxpayers save $4-$5 in re-incarceration costs during the first three years post-release."

There are countless untold stories such as these that show the benefits of prison educational opportunities.

Current prison education research project

A recent pilot evaluation of a prison-based theological training program explored the strengths and weaknesses of The Urban Ministry Institute (TUMI) offered by World Impact, Inc. Initial quantitative and qualitative findings from 50 surveys and 15 focus group interviews show that the program has great promise for reducing recidivism and facilitating successful reentry. Much of the qualitative data has revealed that the program positively transforms how students think about themselves, their relationships with others, and their futures. Findings have recently been submitted to a peer-reviewed journal for publication. 

Fighting the good fight

So, why do I continue advocating for educational opportunities in prison?  Why do I pursue this work and endure the critical feedback that “riles me up?” 

Jennifer Matthews at Prison Fellowship said it best: “People ask me, ‘Why do you go into prisons?’ I go into prisons because, even if just one person is saved or one family is restored, then this world is better. It’s why I believe in fighting for and sitting with the marginalized and overlooked. Every life matters, and I’ll serve until I take my last breath."

You can read more blog post like these on my website at www.labarberalearning.com

Or, follow me on linked in to join in the conversation at https://www.linkedin.com/in/robinlabarbera/

About LaBarbera Learning Solutions

LaBarbera Learning Solutions (LLS) is a leading independent evaluation consulting firm that partners with health, education, and human services agencies to improve lives. LLS offers consulting services and solutions that help rehabilitation and re-entry programs promote participant success, improve programs and processes, and optimize community flourishing. Learn more about our services.