What’s the Problem?
In the beginning of Governor O’Malley’s administration Secretary of Labor Tom Perez sponsored legislation to move the responsibility for adult Correctional Education from the Maryland State Department of Education (MSDE) to the Department of Labor Licensing and Regulation (DLLR). He reasoned that DLLR was in a better position to provide employment and job training to ex-offenders. Job development was a major responsibility of DLLR and placing ex-offenders in a viable job was a very desirable outcome for the State of Maryland. After some debate a law was passed to transfer Correctional Education MSDE to DLLR.
It wasn’t long after the transfer to DLLR that teachers and administrators began pointing out the diminution of funding and resources, the reduction of professional training and the cutback in library leadership and staff. We believe that subsequent leadership at DLLR after Secretary Perez has not appreciated nor been as enthusiastic about correctional education.
What’s the Proposal?
This legislation proposes to establish a special task force on correctional education. The Task Force shall study and make recommendations regarding:
- the adequacy of resources used in State correctional education,including State, local, and private funding;
- the quality and effectiveness of current correctional education programs for adult and juvenile offenders, including the use of computers and technology;
- the benefits of correctional education programs collaborating with institutions of higher education, businesses and the private sector, prison industries, and treatment programs;
- the optimal system for State oversight and management of correctional education; and
- the collection of data and outcome measures for participants in correctional education programs.
Will this Work?
Research shows that correctional education not only significantly reduces recidivism, but also returns five times the amount of money invested. In simple terms RAND concluded that for every $1 spent on correctional education $5 is saved on future expenses for corrections. That means that education is one of the most effective weapons we have to not only combat crime but to turn criminals into law-abiding citizens, competent and skilled workers and responsible parents.
The RAND study points out that there is a need to look at educational opportunities available in the DOC institutions because there are strong indications that these programs have languished in recent years. We have the potential to rejuvenate and move forward, but we do not know how best be this can be accomplished? What about a task force of key leaders and experts in correctional education programs to study the current DLLR program and also highlight promising practices around the country?
What would be the specific purposes of a study of the current correctional education program? To increase the number of students receiving a high school degree? To create more career programs for the acquisition of vocational certificates? To improve opportunities for gainful employment after release? To reduce recidivism and cut down crime? These questions are the most important ones to answer.
Status of the Legislation
In the 2020 Legislature HB 822 / SB 912 – Correctional Services – Diminution Credits – Education Milestones has been filed. This legislation is designed to restore an incentive — 90 days credit — for Maryland prison inmates who achieve meaningful education (GEDs, AAs, college degrees) and valuable vocational certificates. Consider these important points:
- Education of prison inmates reduces recidivism rates by 40 to 50 percent;
- Education leads to regular employment, also has similar proven value in reducing recidivism.
- In the past, Maryland law has diluted diminution credits with equal time off sentences for any “assigned tasks” regardless of their potentially minimal value towards rehabilitation.
- The result: Inmates flock to these easier opportunities and waiting lists for education disappeared.
- In the past annual GEDs earned in prison has dropped from nearly 1,000 to between 300 and 400 with our prison population of about 18,000 inmates.
- Currently only about 15 percent of all inmates are reported to participate in educational programs.
Learn More!
Rand Corporation: Evaluating the Effectiveness of Correctional Education
Rand Corporation: How Effective is Correctional Education?
The Top Nine Reasons to Increase Correctional Education Programs.
Stephen J. Steurer, John Linton, John Nally and Susan Lockwood
August 2010 Corrections Today
The Impact of Prison Education Programs on Post-Release Outcomes
Gerald G. Gaes
Reentry Roundtable on Education, April 2008
