POST-SECONDARY CORRECTIONAL EDUCATION AND RECIDIVISM: A META-ANALYSIS OF RESEARCH CONDUCTED 1990-1999

Abstract

The current figure of United States citizens serving time behind bars stands at about 2 million.Recidivism rates range from approximately 41% to more than 60% depending on method of measurement.The 1994 Crime Bill ended Pell Grant eligibility for prison inmates, significantly cutting the depth and breadth of higher education programs in prisons and jails.In order to curtail further cuts, and to increase the number and scope of such programs, their efficacy must be verified.The relationship of post-secondary correctional education (PSCE) and recidivism has been widely studied with various, idiosyncratic results.A meta-analysis of ten years of existing studies was conducted to synthesize a portion of the past research.This study demonstrates, using relevant studies reported from 1990 -1999, that there is a positive correlation (+.31) between PSCE and recidivism reduction.These results are statistically significant.Four subsets, or moderator analyses, were also positively related to recidivism reduction and statistically significant.These included (1) PSCE program completers versus completers and participants; (2) reincarceration only as the recidivism construct; (3) length of recidivism measure; and (4) studies using control groups to negate possible selection bias.It is hoped that this information will increase interest, justification, and funding of future PSCE programs.This document marks both the culmination of a dream and the beginning of a journey.The dream of earning a doctoral degree took eleven years to reach fruition and the journey of research and activism for social justice will take me through the rest of my life.It is at this specific juncture that I will take the opportunity to acknowledge and thank the people in my lives whose support, love, and guidance have helped me to make my dream come true.First and foremost I would like to thank my family.My Grandfathers, Willis Cox and Thomas Chappell, shared a commitment to, and love of, education and knowledge.My Grandmothers, Gladys Cox and Mary Chappell, shared their knowledge and love with me and both believed in my unlimited potential.My father J.C.'s voracious appetite for reading and history inspired my love for lifelong learning.My brothers, Tom and Dan, have encouraged me, supported me, sometimes even financially, and always kept me from being too full of myself.My significant other, Roy Hill, and his willingness to be both mommy and daddy during the final phases of this dissertation,