An oft-forgotten yet important subsection of college and university programs are those that take place in prison. While these programs provide prisoners with an otherwise unachievable education, many have problems that prevent prisoners from accessing equitable higher education. These prison programs often are considered selective, with applicants having to prove their worth through standardized tests, essays, and even proof of extracurricular activities. These requirements can be difficult for the average student to meet, let alone an incarcerated student. Recognizing these problems, Erin Corbett and Second Chance Educational Alliance, Inc. (SCEA) created a three-principled framework to help transform these outdated prison programs into more equitable ones.

The Framework

• Reconceptualize an admission process that accounts for incarcerated student access to time, information, and opportunity
  • Broaden partnerships with community-based organizations to ensure community representation in the admission and enrollment process
  • Implement an open and rolling admission timeline
  • Create an application process that centers on portfolio assessments rather than GPA or standardized test scores
    • Imprisoned students are often enrolled in life skills programs that provide certifications upon completion. These certificates can be used in place of more traditional guideposts of student success.
  • Shift assessment and program models to leverage a competency mastery model
    • Root curricula and credentials in competency mastery rather than credit hours
      • Project based learning is an excellent way for students to connect with their studies and demonstrate mastery
    • Implement and strengthen avenues to award credit for prior learning
      • Dismantle college-in-prison programs that do not accept credits for prior learning
      • Award credit though Prior Learning Assessments (PLA)
        • Using PLAs in prisons have shortened the average degree completion time and resulted in a 43 percent graduation rate compared to 15 percent in programs not using PLAs
      • PLA Considerations:
        • Waive prerequisites that would normally increase time-to-degree completion
        • Use PLA credits to meet general education and program/major requirements
        • Fund programs that award credit for prior learning

Authors of the framework hope that by better serving minority populations in prison, previous practices that have historically only benefited the privileged will be upended.

NACAC Research Associate Cameron Hair welcomes comments and story ideas at chair@nacacnet.org