Unlocking Potential Through Correctional Education
- Moderators: Dr. Stephen Steurer, Advocate, CURE National; Dr. Judith Lichtenberg,
Board Member, Maryland Alliance for Justice Reform
Speakers:-
- Dr. Andrea Cantora, Second Chance, Jessup Correctional Institution
- Dr. Fran Tracy-Mumford, Maryland Department of Labor
- Minister Ricardo Burks, Advocate, Celebrate Recovery Program
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Dr. Steurer emphasized the need for comprehensive reform efforts to enable correctional
education to reach its full potential. He noted that limited resources have hindered progress in correctional education programs nationwide.
Dr. Lichtenberg drew a stark contrast between the prevalence of college programs in correctional facilities before 1994 and the alarming decline afterward. She shared the story of a friend whose life was forever changed by education during incarceration, emphasizing that “prisons were like college campuses” for those fortunate enough to access educational opportunities while they were still plentiful. Dr. Lichtenberg also touched upon the vital role of Pell Grants in restoring hope for incarcerated individuals seeking higher
education.
Dr. Lichtenberg shared insights based on her experience as a teacher in a Second Chance Program at Jessup Correctional Institution.
She stressed the importance of creating an environment conducive to learning and personal growth within correctional facilities and making education a more appealing activity than prison labor. Challenges include the disconnect between the prison system itself and education as well as the resistance of many correctional officials.
Dr. Tracy-Mumford, a passionate advocate for high school education within correctional
facilities, spotlighted an alarming statistic: According to the Maryland Department of Public Safety and Correctional Services, 60 percent of incarcerated individuals lack a high school diploma. Maryland’s Department of Labor has risen to this challenge, offering a comprehensive educational program spanning from 1st to 12th grade. Dr. Mumford stressed the importance of teacher appreciation and positive feedback, fostering a mission-driven education system that aimed to rehabilitate and empower incarcerated students.
Maryland offers incentives for participating in education programs. Like prison work, participating in education results in a significant reduction in a prisoner’s sentence. Completing an educational program may be rewarded by additional reductions. Dr. Tracy-Mumford suggested that incentives encourage incarcerated individuals to participate in productive activities, foster a sense of responsibility, and contribute to improved behavior within the correctional facility. Ultimately, these incentives can facilitate the rehabilitation and reintegration of prisoners into society when they are released.
Dr. Andrea Cantora, director of the University of Baltimore’s Second Chance Pell Grant Program at JCI, explored the power of college programs within prisons. She highlighted the decline in these programs after 1994 and their subsequent resurgence through initiatives like the Second Chance Pell Grant Program. Dr. Cantora’s own institution, the University of Baltimore, was one of the pioneering institutions involved in this initiative. Recently, the Pell Grant program has been fully restored, albeit with the requirement that the prison have an existing college program. Despite the challenges, she expressed optimism about the future of education within correctional facilities.
Mr. Burks was a living testament to the life-changing potential of education during incarceration. He spent 32 years behind bars. Education was his lifeline to the world beyond prison walls. He shared how he used prison libraries to gain knowledge and spent 29 years teaching and mentoring fellow inmates. Burks was instrumental in creating a culture of learning and support within the prison, actively promoting the GED program.
Questions from the Audience
How many GEDs were awarded each year before 1994?
Before 1994, there were notable fluctuations in the number of GEDs awarded; in one outlier year, roughly 1,000 GEDs were earned. The availability of GED programs has changed significantly over time, and afternoon and weekend classes are no longer offered.
Dr. Cantora observed that technology has played a significant role in improving education
capabilities today. Additionally, the COVID-19 pandemic led to an expansion of internet access in prison facilities, further enhancing educational opportunities for incarcerated individuals.
Question: What are you doing to encourage more men of color to become teachers
within the correctional education system?
Dr. Steurer said that the Barbara Bush Foundation has initiated various efforts to encourage greater participation of men of color in the correctional education system by promoting adult literacy programs. It is reaching out to them to raise awareness of the opportunities available. The Foundation is developing partnerships with Historically Black Colleges and Universities (HBCUs) to facilitate a more diverse teaching workforce. Additionally, it is exploring the establishment of a “Prison to HBCU” pipeline to create a clear pathway for men of color interested in pursuing careers in correctional education.
An audience member stressed that it is very helpful for Black men with lived experience to be actively involved in the criminal justice system. Their unique perspectives and experiences can contribute immensely to reform efforts and the rehabilitation of incarcerated individuals. Their inclusion can also help bridge gaps and foster understanding within the system, ultimately leading to more equitable outcomes.
