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Short Abstract
This quantitative study aims to create a dialogue between correctional practitioners and higher education institutions to foster potential PEP partnerships by analyzing incarcerated students within a pilot online Second Chance Pell program.
Extended Abstract
Purpose of Study
The purpose of this quantitative study is to build on prison education research by analyzing the relationship between institutional infractions and higher education in a correctional setting. The researcher will be inspecting a pilot Second Chance Pell Program at a Kentucky male prison facility, Within this study, a student roster of 134 participants enrolled in the PEP will be used for data and content analysis. In this way, researchers can develop themes from the institutional infractions and offender participation/completion rates of PEPs. The variables that will be analyzed are institutional infractions and percentage of degree completion. In other words, institutional infractions (dependent variable) are the disciplinary violations that take place in prison. As the independent variable, the percentage of degree completion are the tracking progress metric of how far a student is into their program. Using these variables, this study can track offenders’ progression during the PEP enrollment and institutional infractions. Additionally, demographic variables to be analyzed include ethnicity, age, length of sentence, gpa, degree track and degree completion.
Methodology
For this quantitative study, two databases will be compiled and utilized for analysis. The first database comes from the Kentucky Department of Corrections which deals with offender classification, demographic info, housing assignments, programs, etc. This database helped the research define the dependent variable of institutional infractions. The second database comes from a two-year community college in the service area closest to that facility. This database includes academic description plans, course credit hours, degree completion, etc. This database aided in determining the independent variable of percentage of degree completion. The researcher will reach out to both agencies for approval of this data. If the research proposal is approved, informed consent will not be necessary.
Participants
At the time of this study, the researcher anticipates approximately 132 offenders that had just started or were already previously enrolled in the PEP. These participants by ethnicity range from either Caucasian, African American or other. In terms of age, the student population can range from 23 to 60 years of age. This student population will also consider those offenders who are classified as short- or long-term release. Students in this study could be serving a minimum of less than five years or greater than thirty years.
Analysis
In this study I will cover descriptive statistics of this case study along with bivariate and multiple regression models. There are two specifically we will focus on. The first is the performance model and the second is the behavior model.
Discussion
Although there is research that has produced some results in combatting recidivism, what is known is still limited and needs to be further addressed. Like cognitive programming in corrections, higher education may assist correctional initiatives by modifying behavior incidents in prison settings prior to release. In other words, if institutional infractions can be reduced behind bars, perhaps that will later translate into the community. Currently, there are DOC practitioners who aren’t invested in educational opportunities beyond the GED. If research can demonstrate that higher education can yield positive results, stakeholders could be swayed to consider higher education in prisons.
Overall, I plan to engage the audience by supplementing PowerPoint handouts to attendees. More specifically, I have three open-ended questions that engage the audience in a challenging way. I plan to ask:
1. How can data inform policy?
2. Are there other variables that could be considered?
3. What influence do quantitative methods have surrounding education in prison?
to go over the models and findings to ensure I cover those extensively during my 15-min lightning session.
The purpose of this quantitative study is to build on prison education research by analyzing the relationship between institutional infractions and higher education in a correctional setting. The researcher will be inspecting a pilot Second Chance Pell Program at a Kentucky male prison facility, Within this study, a student roster of 134 participants enrolled in the PEP will be used for data and content analysis. In this way, researchers can develop themes from the institutional infractions and offender participation/completion rates of PEPs. The variables that will be analyzed are institutional infractions and percentage of degree completion. In other words, institutional infractions (dependent variable) are the disciplinary violations that take place in prison. As the independent variable, the percentage of degree completion are the tracking progress metric of how far a student is into their program. Using these variables, this study can track offenders’ progression during the PEP enrollment and institutional infractions. Additionally, demographic variables to be analyzed include ethnicity, age, length of sentence, gpa, degree track and degree completion.
Methodology
For this quantitative study, two databases will be compiled and utilized for analysis. The first database comes from the Kentucky Department of Corrections which deals with offender classification, demographic info, housing assignments, programs, etc. This database helped the research define the dependent variable of institutional infractions. The second database comes from a two-year community college in the service area closest to that facility. This database includes academic description plans, course credit hours, degree completion, etc. This database aided in determining the independent variable of percentage of degree completion. The researcher will reach out to both agencies for approval of this data. If the research proposal is approved, informed consent will not be necessary.
Participants
At the time of this study, the researcher anticipates approximately 132 offenders that had just started or were already previously enrolled in the PEP. These participants by ethnicity range from either Caucasian, African American or other. In terms of age, the student population can range from 23 to 60 years of age. This student population will also consider those offenders who are classified as short- or long-term release. Students in this study could be serving a minimum of less than five years or greater than thirty years.
Analysis
In this study I will cover descriptive statistics of this case study along with bivariate and multiple regression models. There are two specifically we will focus on. The first is the performance model and the second is the behavior model.
Discussion
Although there is research that has produced some results in combatting recidivism, what is known is still limited and needs to be further addressed. Like cognitive programming in corrections, higher education may assist correctional initiatives by modifying behavior incidents in prison settings prior to release. In other words, if institutional infractions can be reduced behind bars, perhaps that will later translate into the community. Currently, there are DOC practitioners who aren’t invested in educational opportunities beyond the GED. If research can demonstrate that higher education can yield positive results, stakeholders could be swayed to consider higher education in prisons.
Overall, I plan to engage the audience by supplementing PowerPoint handouts to attendees. More specifically, I have three open-ended questions that engage the audience in a challenging way. I plan to ask:
1. How can data inform policy?
2. Are there other variables that could be considered?
3. What influence do quantitative methods have surrounding education in prison?
to go over the models and findings to ensure I cover those extensively during my 15-min lightning session.
Presenting Speakers
Joshua Gilliam
Instructor of Crime and Justice Studies at Eastern Kentucky University
Data-Driven Strategies: How Distance Learning Shapes Prisoner Outcomes
Track
Leadership and Organizational Success Strategies
Description
4/2/2025 | 11:30 AM - 11:45 AM
Main Zoom Room:
Lightning Talks
Evaluate Session
Modality: Virtual
Location: Zoom Room 4
Track: Leadership and Organizational Success Strategies
Session Type: Lightning Session (15 Min)
Institution Level: Higher Ed
Audience Level: All
Intended Audience: All Attendees
Special Session Designation: For Educators at Community Colleges, Focused on Diversity, Equity, Inclusion, and Belonging (DEIB), For Educators at HBCUs, For Leaders and Administrators
Location: Zoom Room 4
Track: Leadership and Organizational Success Strategies
Session Type: Lightning Session (15 Min)
Institution Level: Higher Ed
Audience Level: All
Intended Audience: All Attendees
Special Session Designation: For Educators at Community Colleges, Focused on Diversity, Equity, Inclusion, and Belonging (DEIB), For Educators at HBCUs, For Leaders and Administrators