NCJ Number
199675
Journal
Journal of Correctional Education Volume: 54 Issue: 1 Dated: March 2003 Pages: 19-23
Date Published
March 2003
Length
5 pages
Annotation
This article discusses challenges faced by correctional educators and a model program in the California Department of Corrections that meets these challenges.
Abstract
Adult learners in the California Department of Corrections education system enroll in and exit from classes at any time throughout a school year. Unlike educators in most schools in mainstream society, correctional instructors are faced with a number of challenges. These challenges include assessing student learning needs; providing appropriate learning materials and experiences; incorporating individualized and group instruction; tracking student progress; and providing rewards and administering punishment. The California Men’s Colony (CMC) Prison’s West Facility, an adult-level, basic academic education program in San Louis Obispo, is a model for demonstrating how these challenges are met. The specific learning needs of individual students are identified as they enter the program and at different times throughout the school year. The fact that students enter the program at different times requires that most of the instruction be individualized in order to address appropriately the varied learning needs. The open-entrance/open-exit aspect of the program requires that student learning advancements be assessed frequently and in a variety of ways. A system of furnishing frequent rewards enables each student to receive ample reinforcement for academic accomplishments regardless of the length of time of enrollment in the class. Punishments are applied to those that fail to participate constructively in the program. Adequately coping with the revolving door requires a diversified approach and considerable ingenuity and perseverance on the part of the teaching staff.