JOURNAL ARTICLE
New Possibilities for Higher Education in Prison.
Published In: Women in Higher Education (10608303), 2024, v. 33, n. 4. P. 6 1 of 3
Database: Education Source Ultimate 2 of 3
Authored By: Elfman, Lois 3 of 3
Abstract
Incarcerated individuals will have access to federal need-based financial aid (Pell Grants) for higher education in prison for the first time in 30 years. Previously, higher education programs in prisons relied on private foundations or institutional support. These programs have shown positive societal impacts, such as making prisons safer, facilitating re-entry into society, and reducing recidivism rates. The Vera Institute of Justice, a national organization focused on transforming the criminal legal and immigration systems, has been working closely with New York's Second Chance Pell program and the New York Department of Corrections to restore Pell Grant eligibility. The pilot program involved 200 institutions across the United States, serving 40,000 incarcerated students and awarding 12,000 credentials. Currently, 35 departments of corrections have implemented the necessary policies to be Pell ready, and the accreditors are also prepared. However, more colleges need to come forward and create prison education programs that meet the quality standards set by the vetting process. The goal is to provide value to incarcerated students through short-term credentials or degrees that lead to in-demand jobs. College programs in New York have been successful in supporting individuals in the re-entry process, particularly women leaving the justice system. The Vera Institute of Justice aims to share the knowledge and experiences gained from these programs with other jurisdictions. [Extracted from the article]
Additional Information
- Source:Women in Higher Education (10608303). 2024/04, Vol. 33, Issue 4, p6
- Document Type:Article
- Subject Area:Education
- Publication Date:2024
- ISSN:10608303
- DOI:10.1002/whe.21388
- Accession Number:176388092
- Copyright Statement:Copyright of Women in Higher Education (10608303) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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