INFORMATION TO USERS

This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted.

The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction.

1. The sign or "target” for pages apparently lacking from the document photographed is "Missing Page{s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity.

2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. Y ou will find a good image o f the page in the adjacent frame.

3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections w ith a small overlap. If necessary, sectioning is continued again - beginning below the first row and continuing on until complete.

4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced.

University Microfilms

300 North Zeeb Road Ann Arbor, Michigan 48106

A Xerox Education Company 73-2085

NEFF, Donald Richard, 1933- VOCATIONAL EDUCATION IN STATE AND FEDERAL ADULT CORRECTIONAL INSTITUTIONS IN THE UNITED STATES.

The Ohio State University, Ph.D., 1972 Education, vocational

University Microfilms, A XEROXCompany, Ann Arbor, Michigan

THIS DISSERTATION HAS BEEN MICROFIIMED EXACTLY AS RECEIVED. VOCATIONAL EDUCATION IN STATE

AND FEDERAL ADULT CORRECTIONAL INSTITUTIONS IN THE UNITED STATES

.SO*

DISSERTATION

Presented, in Partial Fulfillment of the Requirement for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University

By Donald Richard Neff, B.S.Ed., M. Ed. ********

The Ohio State University

1972

Approved by:

College of Education PLEASE NOTE:

Some pages may have

indistinct print.

Filmed as received.

University Microfilms, A Xerox Education Company ACKNOWLEDGMENTS The v/riter wishes to express his sincere appreciation to his Major Adviser, Dr. Robert M. Reese, v/ithout whose guidance, cooperation, and interest this task could not have been completed. Special gratitude is expressed to the members of my proposal, reading, and dissertation oral committee, Dr. Simon Dinitz and Dr. J. Robert Warmbrod for their time and assistance. Appreciation is also extended to the U. S. Department of Health, Education, and Welfare and the individuals who made it possible for the v,rriter to be a recipient of a leadership development award under Section 552 of the Education Professions Development Act. Without this assistance and encouragement this project would never have been undertaken. Gratitude is expressed to the Ohio penal educators who cooperated and field tested the survey instrument, as well as those educators who gave of their busy schedules and responded to the survey. Words cannot express the gratitude and appreciation that the writer owes his wife, Jean, for her patiences, encouragement, and assistance, in this project from its start to the final typing. My sincere appreciation is also extended to my two children, Denise and Diana, v/ho

have been extremely patient and cooperative,

ii VITA

December 4j 1933. Born -Xenia, Ohio. 1 9 5 1 ...... Graduate, Beavercreek High School,Xenia, Ohio.

1954-1936 . . . .U.S. Army. 1 9 5 7 ...... B.S.Ed., The Ohio State University, Columbus, Ohio.

1957-1958 . . . .Industrial Arts Teacher,Berry Junior High School, Columbus City Schools, Columbus,Ohio.

1958-1962 . . . .Industrial Arts Teacher,Barnes Junior High School, Kettering City Schools, Kettering, Ohio. 1962-1963 .... Graduate Teaching Assistant, University of Illinois, Urbana, Illinois. 1963 ...... M.Ed., University of Illinois, Urbana, Illinois. 1963-1964 . . • .Industrial Arts Teacher,Barnes Junior High School, Kettering City Schools, Kettering, Ohio.

1964-1967 .... Industrial Arts Teacher, Fairmont East High School, Kettering City Schools, Kettering, Ohio. 1967-1970 .... Diversified Cooperative Training Coordin­ ator, Fairmont East High School, Kettering City: Schools, Kettering, Ohio. 1970-1972 . . . . E.P.D. A. #522 Leadership Development Fellow, The Ohio State University, Columbus, Ohio.

1972 ...... Consultant for Vocational Education, The Ohio Division of Correction, Columbus, Ohio,

PUBLICATION Evaluative Planning Research Project in Vocational Education For The Ohio Division of Correction Institutions, DrI Max J. Lerner, W. Pay Purkey co-chairman, Columbus, Ohio Department of Correction and Rehabilitation. 1972.

iii FIELD OF STUDY Major Field. . . . Vocational-Technical Education Adviser Professor Robert M. Reese Supportive Areas of Study Curriculum and Foundations Educational Administration

iv CONTENTS

Page ACKNOWLEDGEMENTS...... 1 1

VITA ...... lii LIST OF TABLES • . . . . vii Chapter I STATEMENT OF PROBLEM ...... 1 Introduction Need for the Study- Related Research Objectives of the Study Definitions Assumptions Limitations II PROCEDURE...... 16 Procedure Population Summary III PRESENTATION OF D A T E ...... 23 Return of Survey Instrument Response to Survey Items IV SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. . . 38

Summary Conclusions Recommendations APPENDIX ' A SURVEY INSTRUMENT...... 71 B FIRST FOLLOW-UP LETTER...... ?6 C SECOND FOLLOW-UP LETTER ...... 78 D INSTITUTIONS INCLUDED IN THE STUDY...... 80

v APPENDIX Page E PROGRAMS AND NUMBER OF INSTITUTIONS OFFERING EACH PROGRAM...... 97 F COPYRIGHT D ATES...... 103 G PRESENT AND MAXIMUM ENROLLMENT FOR EACH PROGRAM...... 108 H LENGTH OF PROGRAMS, IN WE E K S...... 113 I SQUARE FOOTAGE, RANGE AND AVERAGE FOR EACH PROGRAM...... 116 BIBLIOGRAPHY...... 122

vi LIST OF TABLES Table Page 1 Vocational Programs and Type of Security .... 26 2 Number of Institutions and Number of Programs...... 29 3 Institutions -with Budget...... 29

4 Source of Funds...... 30 5 Selection of Students...... 31 6 Determination of Enrollment...... 32 7 Job Placement...... 33 8 Organized Follow-up ...... 34 9 Frequency of Follow-up ...... 33 10 Twelve Most Common Vocational Programs .... 36 11 Sponsor of Vocational Education Programs . . . 37 12 Test [Requirements...... 38 13 Grade Achievement Required for Enrollment . . . 39 14 Enrollment Requirements ...... 4 0 13 Copyright Date of Basic Text or Reference Materials ...... 42 16 Recognition of Completion...... 43 17 Present and Maximum Enrollment for the Twelve Most Common Programs...... 45 18 Range of Enrollment and Average Enrollment for the Twelve Most Common Programs...... 46

vii Table Page

19 Advisory Committee ...... 47 20 Length of Programs...... 49 21 Length of Instruction...... 50 22 Total Vocational Instuction Per D a y ...... 51

23 Teacher Certification ...... 53 24 Size of Shop or Laboratory for the Twelve Most Common Programs ...... 54 25 Average Size of Institutional Programs Compared to the Average Size in Programs in One Stated Public Vocational Programs . 57

viii CHAPTER I

STATEMENT OF THE PROBLEM

Introduction In the report of the President’s Task Force on Prisoner

Rehabilitation of April 1970 it states: nA constructive member of the community, by definition, is a working member. A common characteristic of offenders is a poor work record: indeed it is fair to conjecture that a considerable number of them took to crime in the first place for lack of ability or the opportunity — or both — to earn a legal living. Therefore, satisfying work experiences for institution­ alized offenders, including vocational train­ ing when needed, and the assurance of decent jobs for released offenders, should be at the heart of the correctional process." What is the status of vocational training in the correctional institutions of this country? What areas of training are available? How many inmates are involved in vocational training programs? The purpose of this study was to determine the extent to which vocational education actually exists in

The Criminal Offender - What Should Be Done, The Report of the President's Task Force on Prisoner Rehabilitation, U.S. Government Printing Office, 1970, p. 9. 2

American correctional institutions and to present this

information in a meaningful manner as a resource for planning by correctional and educational personnel.

Need For The Study

According to an article in the December 21, 1971* issue of the U. S. News and World Beport, "... penal 2 reform is actually beginning. " Behabilitation and education within the penal systems of this country are currently under scrutiny and evaluation from several agencies. On the Federal level, the United States Law Enforcement Assistance Administration (LEAA) has funded a clearinghouse for correctional education. The United States Department of Labor has started experimental

and demonstration projects in areas of special manpower needs, funded under the Manpower Development and Training Act, "to provide occupational training and counseling to prisoners and to provide job development and placement after their release.In Ohio the report of the Governor1s Task Force on Corrections included recommendations directed toward expanding and improving the vocational programs within the Ohio Division of Corrections. Also

2 "Drive to Halt Prison Violence", U. S. News and World Benort, December 27, 1971. p. 37. x -\MDTA Experimental and Demonstration Findings, No. 6 The Draper Project, U. S. Department of Labor, Manpower Administration, 1971* p. ix. in Ohio, a $82,262 project was funded jointly by the Ohio

Division of Vocational Education and the Ohio Division of ■Corrections, entitled "Evaluative Planning Research Project

in Vocational Education for Ohio Division of Correction Institutions". The purpose of this project was to evaluate the present vocational education programs and to recommend realistic curriculum and procedures for future vocational education development within the Ohio Division of Corrections. These projects represent only a few of the current efforts being conducted in correctional institutions

throughout the countiy. As these activities are being conducted, it appears that there is very little literature

concerning vocational education within correctional systems. It also appears that there has been very little coordi­

nation or communication concerning vocational education activities between institutions. During the author’s work as a consultant to the Ohio Division of Correction, little coordination or knowledge of vocational education activi­ ties was found among the various institutions and agencies concerned with the rehabilitation of adult inmates.

By developing a comprehensive study to analyze the current vocational offerings in the correctional systems of the United States, it is hoped that some order can come

both for the planning of future programs and coordination between agencies and institutions. Related Research

History of Correctional Education. In a paper pre­ pared by Nathaniel A, Fisher for the 1970 National Seminars on Adult Basic Education in Correction, entitled "History of Correctional Education", he states that: "Studies and references have concluded that up to the end of the 18th century, there was no kind of education in the prisons, ... the first prison school in America was in 1798 at the Walnut Jail in Philadelphia. The purpose of this school was to provide beneficial leisure time while engaging in the study of reading, writing, and arithmetic. In 1801, New York State provided elemen­ tary education for meritorious inmates during the winter months by the better educated inmates. This practice of using inmate teachers has been very pre­ valent during the years, and is still , used in a few correctional institutions."^ During the early l800’s there was little education

conducted, most of which consisted of moral and religious instruction through the cell doors and in Sabbath schools. "Beginning in 1847 New York provided two instructors at each state prison for teaching the three R fs... In 1870, the first congress of the American Prison Association held dr Cincinnati adopted a Declaration of Principles which have been the starting point for changes in correctional systems. These thirty-three principles

^Antoinette R. Ryan, Program Director, Collection of Papers Prepared for 1970 National Seminars, Adult Basic Education in Correction^ University of Hawaii, 1970, p. 1 8 5 . 5

included the mark systems, rewards for good behavior, prison industry, attention to academic learning as well as improving vocational training, humane treatment and discipline, and approval of the indeter­ minate sentence, all of which are reformatory methods. It is important to note that, while this document ivas a remarkable state­ ment of progressive ideas, most of the thirty-three principles were not emphasized or put into practice until nearly one hundred years later in most correctional institutions. ”5 The year 1929 is considered the year correctional education became of age. Although changes and innovations before this year were in the right direction, they are viewed today by criminologists as barely worth mentioning. The year 1929 was the year of the beginning of the modern trend in education and the point at which educators began to be recognized as an essential element in a program of correctional treatment. ’•During the early 1950’s, some of the criminological theories of past decades were beginning to be applied in program planning and development. The concept of resocialization of the offender is geared not only towards transmitting academic and vocational skills, but more so, is directed to changing the offender’s antisocial values and attitudes into a „ socially acceptable frame of reference.”'

^Albert R. Roberts, Sourcebook on Prison Education, Past, Present, and Future, Springfield, Illinois, Charles C. Thomas Publisher, 19?1» p. 6. ^Ryan, Op. cit., p. 191. 7 'Roberts, Op. cit., p. 19. The present state of correctional education indicates signs of great promise for the future rehabilitation of the offender population. "... programed instruction and other self-instructional methods, ... imaginative innovations in academic and social correctional education .... Innovations in vocational training show great promise toward rehabil­ itating the offender."8 Vocational Training is Desired by Inmates. A survey by Dr. Daniel Glaser which was based upon extensive inter­ viewing of inmates in state and federal correctional in­ stitutions indicates that vocational education and trade training is the major concern of those confined in institutions. "Even granting the probable tendency of inmates to try to describe themselves favor­ ably, it is of interest that, considering all interviews collectively, learning a trade or in other ways preparing for a better job opportunity outside a prison was the first interest of most Inmates at every prison studied ... this is consistent with ... the findings in every comparable inquiry on other components of our project which suggests that the predominate concern of most federal offenders is with their economic problems." 9

8Ibid., p. 23. ^Daniel Glaser, The Effectiveness of a Prison and Parole System, The Bobbs Merrill Co. Inc., Dew York, 19&7» P. 113. It is apparent that many inmates see vocational training as the only rehabilitative or constructive activity the institution has to offer. Training can, therefore, often be used as an entering wedge to reach a man or woman for the other phases of the rehabilitative process. "It has been observed that many, inmates placed in training and work programs which interest them, rapidly develop work skills, gain self-respect, and gradually begin to think more of a future at that occupation than of a return to criminal behavior. Advances in Vocational Education. "Even though enthusiastic advances have been made ... rehabilitation of the inmate within the institution has never quite caught up to the age-old concept of restraint and, to some degree, retribution. "Recently, there has been an increasing development of small, innovative, vocational education programs in correctional institutions. These innovations in vocational training indi­ cate signs of great promise in the future reha­ bilitation of the offender population. The new vocational programs have been carefully planned to provide a realistic relationship between the vocational training and subsequent

Manpower Development and Training in Correctional Programs. No. 3, U. S, Department of Labor, U. S. Department of Manpower Administration 1968, p. 29- John G. Cull, Richard E. Hardy, Vocational Rehabilitation: Profession and Process, Charles C. Thomas, Springfield, Illinois, 1972, Op. cit., p. 99. employment. ... even though these programs are well planned and practical, the problem still remains that only a small number of prison inmates are able to receive this ^? necessary vocational training ...” - These well-organized vocational education programs can provide the foundation of job skills necessary for effec­ tive functioning in our society. However, we must be cognizant that vocational training can provide either a beneficial or a deleterious influence on inmates of a correctional institution. In the Draper MDT E&D Project it was demonstrated that vocational training can be effectively carried out with a prison population. ’’Three hundred thirty-one prisoners have completed training. More than 290 graduates have been released and placed on jobs — 79 percent in training- related jobs. Another U.S. Department of Labor pub­ lication also states that: ’’Vocational training has proven to be the strongest line in the chain of services provided.^ ...there was a clear relationship found between re­ cidivism and trainee’s performance in the program. Trainees who completed

"^Roberts, Op. cit., p. 99« 1^ •^The Draper Project, U.S. Department of Labor, 1969, p. 10. ■^John E. McDonnell, Impact of the Training Program on Trainees, An Evaluation of the Training Provided in Correctional Institutions under the Manpower Development and Training AcTj U. S. Department of Labor, 1971, P* St 1 9

training had lower recidivism than those who left the program without completing training. This was especially true for those trainees who left the program in­ voluntarily. The degree of prison in­ volvement in vocational training programs also appeared to be related to recidivism. Trainees in prisons where a larger segment of the prison population was involved in such training programs had lower recidi­ vism rates than trainees from institutions with no program or a minimal program.nl5 Job Prospects for Released Inmates. nThe job prospects of persons released from correctional institutions are dis- mal.n It is apparent that a released convict must ob­ tain adequate employment if he is to become socially inte­

grated into a life style which will keep him from returning to prison. According to Errol Beharry, head of the Watts Parole Placement Unit at the South Central Los Angeles office of the California Department of Human Resources Development, "What holds back paroled ex-inmates is their lack of job qualifications. As a group, ex-convicts are

poorly educated, untrained, unskilled, have had bad work records, and ... are members of minority groups. These

factors more than their jail records stand between them and their jobs.

■^Ibid., p. 10. Manpower Report of the President, U. S. Department of Labor, January 1969* P- H4. 1 7'"Placing Parolees" Manpower, U.S. Department of Labor, Vol. 3> No. 9» September 1971» p. 23. 10

An article in the January 1971 Manpower magazine entitled "Employment Problems of Released Prisoners," which is based upon three separate surveys of released male prisoners from federal institutions, indicated that "an area of real weakness in correctional systems was training. Prisons offered vocational training programs, but they were misnamed; most of them were training pro­ grams associated with the institutional maintenance and were usually concentrated in institutions for youth." "A common characteristic of offenders is a poor work record; indeed it is fair to conjecture that a considerable number of them took to crime in the first place for lack of ability or the opportunity — or both — to earn a legal living. Therefore, satisfying work experience for institutionalized offenders in­ cluding vocational education when needed, and the assurance of decent jobs for re­ leased offenders, should be at the heart of the correctional process." 18

Standards for Education "American prisons distinguish themselves from those of most other nations in their extensive investments in education and training. Justification for this

n O The Criminal Offender — What Should be Done, The Report of the President's Task Force on Prisoner Rehabilitation, April 1970, p. 9* 11 expenditure is based upon the established fact that there is a high negative relationship between years of education and indices of delinquency and crime. " 19 ' The essential factors determining the effectiveness of education in corrections are as follows: 1. Philosophy and Objectives of Correctional Education 2. Personnel 3. Program Planning 4. Correspondence Education

3. Vocational Education 6. Trade Advisory Committees 7. Educational Plant

8. Budget Preparation 20 9. Kesearch and Evaluation. "Individuals sent to correctional insti­ tutions usually need more training and experience in the essentials of earning a living. Few will have little more to sell when they return to society than knowledge and skill. A well designed program of vocational education may con­ tribute to socialization of the indi­ vidual as well as the development of trade skills and knowledge. The training program should aim to provide for: (a) The development of skills necessary for successful work in a socially acceptable occupation. (b) Opportunities for teaching related information inclu­ ding blueprint reading, trade science,

1 9^Manual of Correctional Standards, American Correctional Association, 1963» p. 4^3- 20Ibid., p. 484. trade mathematics, occupational infor­ mation, drafting, and sketching, and safety education, (c) Exploratory shop work to help certain individuals discover their aptitudes and interest, (d) Assistance to those with limited capacities to be­ come better equipped to meet problems of semi-skilled workers in a technological age. (e) Training for long-term inmates so that they may be more useful and happier in institutional assignments. ”21

Objectives of the Study

The basic objective of this study was to determine the current status of vocational education in American correctional institutions.

The specific objectives of this study were to determine:

1. the number of persons enrolled in the vocational

education programs and how this compares to the

total inmate population.

2. the extent to which citizen advisory groups are

utilized for the vocational programs,

3. the ratio of teachers to trainees,

1+. how the vocational education programs are financed within the institutions.

5, what recognition is received by the trainee

when he successfully completes a vocational

program.

21Ibid., p. 1+95. 6. how many vocational programs are conducting place­

ment and follow-up services for their trainees.

7. the number of hours devoted to training in the

vocational programs. 8. if the teachers are inmate instructors or

civilian instructors and if they hold a current

state teaching certificate in the area they are

teaching. 9. what restrictions are placed upon inmates who

desire training.

10. the number of square feet allocated to each

program.

By analyzing the data collected on these ten specific elements, the status of vocational education in the Nation1 correctional institutions can be determined.

Definitions

Vocational education - for the purpose of this study, is vocational-technical training or re-training which is being conducted within the correctional institution in an organized manner under the supervision of the educational department of the institution. This education is designed to prepare the trainee for gainful employment as a skilled or semi-skilled worker. Vocational education should in­ clude both related instruction and skill development. Ik

Adult Institution - a correctional facility for felons whose minimum age is usually eighteen years and extends

upward "beyond twenty-one years of age.

Rehabilitation - the entire process utilized to re-

socialize an inmate from criminal roles to socially accepted

conventional roles.

Assumptions

The major assumption in this study was that vocational

education, if properly planned and executed, will aid in

the rehabilitation of inmates and can reduce the rate of

recidivism.

Limitations

This study was limited to those correctional in­

stitutions operated by the United States Department of

Justice and the fifty state correctional systems. No

local, county, municipal, or military institutions were

included.

No effort was made to study apprenticeship training,

on-the-job training, correspondence courses, adult basic

education, or general education offerings. It is recog­

nized by the author that apprenticeship training and

on-the-job training can both be vocational education as

defined for this study; however, these programs are usually directed toward institutional jobs rather than employment after release. An additional study could be made of these two types of training; however, at this time they are beyond the scope of this study. By using both program name and course descriptions,

it is hoped that the vocational programs will be proper­ ly identified; however, some interpretation discrepancies

may result. CHAPTER II

PROCEDURE

Survey Instrument, In order to complete this study, a mail survey instrument was utilized to gather information relative to the vocational programs offered within each in­ stitution. The instrument contained six questions per­ taining to each institution involved in this study.

Six additional questions were included which covered gener­ al information about the vocational offerings of each in­ stitution. The third section of the instrument was di­ rected toward each vocational program.

The instrument was written and field tested in the

seven adult correctional institutions in Ohio. This per­ mitted the instrument to be field tested in one institution

which had no vocational education programs, one women’s

institution, one institution which has only part-time

programs, plus four institutions which contained several

full-time vocational classes. One assistant superinten­

dent, one teacher, two vocational education directors,

16 17 and three directors of education were asked to complete the instrument in the seven Ohio institutions. By field testing the instrument in Ohio, it was possible to obtain responses from persons in different capacities within insti­ tutions as well as provide information on various types of vocational programs. During the field testing a few modifications were made to some of the questions. The instrument was then mailed to the selected population throughout the country for their response. The initial cover letter which was used with the instrument was written on the Ohio Department of Mental Hygiene and Correction stationery. This stationery con­ tained the Governors name, the Director of the Depart­ ments name, as well as the name of the Commissioner of the Division of Correction. Included in the signatures on this letter were the author1s, Dr. Bennett J. Cooper's,

Commissioner of the Ohio Division of Correction, and Dr. Robert M. Reese's, Chairman of the Vocational-Techni­ cal Education Department of The Ohio State University. The instrument itself, which can be found in Appendix A, was printed on yellow paper in an attempt to make it prominent on a person's desk with the hope that this would produce a higher response. Two weeks after sending the initial letter, a follow-up letter was mailed to those institutions which 18 had not responded. This letter was addressed to the same title as was used on the original letter and was also printed on stationery with the letterhead of the Ohio De­ partment of Mental Hygiene and Correction. This letter, see Appendix B,' while short, s_erved as a reminder that no response had been received. The letter was worded in such manner that it thanked the reader for cooperating in this study and also attempted to provide a convenient excuse for not having responded, by including such words as "per­ haps the response was delayed in the mail.n This format was used for this letter hoping that the reader would not feel he was being ridiculed or chastised for not respond­ ing. After an additional two weeks, a third letter was mailed, which contained a new survey instrument, the original letter, and a stamped return envelope. This

third mailing was addressed specifically to the super­ intendent or warden of those institutions which had not responded. The letter was printed on stationery without the author’s signature or the salutation of the letter.

The salutation was individually typed using the super­ intendent’s or the warden’s name, and each letter was

signed individually with a different color of ink than that used in the printing of the letter. The purpose of this procedure was to make the letters as personal as possible as well as removing the appearance of a form 19 letter. See Appendix C. When the responses were reviewed, there were cases in which the responses were not as complete as had been intended. In these situations a personal letter was sent to those individuals or institutions with a request for the specific information which had not been completed on the original response. After the second letter, which did not include an instrument, several people wrote in­ forming the researcher that they had not received the original inquiry; therefore, a special letter was directed to those individuals which included another copy of the survey instrument. During the time the author was working as a consultant to the Ohio Division of Correction, he had the opportunity to visit nine different institutions in five states which were involved in this study. In each case the instrument and the study were discussed with either the vocational director or the educational director of the institution. In the discussions with these individuals the author found that the original instrument was not ambiguous or diffi­ cult for them to complete and did not require an undue amount of time. In one state which was visited there was a state­ wide school system for corrections. In that state the vocational director completed the instrument for the entire school system composed of fourteen correctional institutions. 20 Upon receiving the responses, they were checked against the original mailing list with the date each response was received. The responses were then coded and punched on computer cards to facilitate the tabulation of data.

Population The population for this study was taken from the 22 Directory, Correctional Institutions and Agencies. 1971.

In this publication all the correctional institutions are listed for the United States of America, Canada, and Great Britain. Por the purpose of this study only those insti­ tutions which are functioning primarily as an institution for adults (over twenty-one years of age) in the fifty states and the Department of Justice of the United States were used. Of these institutions all those with an average population over 100 males during 1970 were included. It was assumed that those with less than 100 average popu­ lation were too small to have vocational education programs as defined for this study and that these institutions were engaged in special functions such as diagnostic centers, halfway houses, special purpose camps, honor facilities, or .parole facilities. A random sample of these institutions

22 American Correctional Association, Directory, Correctional Institutions and Agencies, College Park, Mary­ land, 1971. 21 was included in this study in order to provide represen­ tation for this group. All institutions housing females which are under the jurisdiction of the states or the Department of Justice were included. These were included because most of the women’s institutions house a much smaller number of in­ mates and there is a much smaller total number of women committed to institutions than males. It was assumed, therefore, in order to obtain data concerning vocational education for women, that it would be necessary to include all institutions housing women. A total of 237 institutions met the qualifications to be included in this study. A random sample of the small institutions included twenty-three institutions.

These two groups made up the total of 2o0 institutions which were included as the sample for this study.

Summary

A questionnaire was developed, tested in the seven Ohio Correctional Institutions, and sent to the Director of Vocational Education at each of the institutions which was included in the study. After the second mailing to the Director of Vocational Education, the third mailing was made directly to the superintendent or warden of the institution which had not responded. 22

In designing the survey instrument, the first part included a place for the respondent to put his name and title; this was explained as optional, and the name would not he used in any manner ex;cept if the author needed

further information. The questions in the first section of the instrument were concerned with general information pertaining to the institution, while the remaining two sections dealt with general information relative to the vocational offerings and specific items concerning each vocational program. The responses to these questions were partially structured in order to guide the respondent in his answers; however, each question also provided for an open-ended response if the answer options did not match the institutional situ­

ation. The totals, frequency of responses, averages, and ranges of these responses are presented in Chapter 3- CHAPTER III

PRESENTATION AND ANALYSIS OF THE DATA

Return of the Survey Instrument Two hundred two institutions responded to the survey instrument by the established deadline which was ten weeks after the first mailing. This represents 77.6 percent of px those institutions contacted. ^ Included in these re­ sponses were Texas and South Carolina, which both pro­ vided a division-wide response which included all of the vocational programs for their respective state. Both of these states, plus Missouri, are organized as a single school district or are administered and supervised from a central office which has the responsibility for the educational programs. The responses from four other in­ stitutions were combined into two survey forms as their programs were operated jointly. Therefore, in the following tables there is a difference in total numbers, as the general information data is based upon the number

p -5 Seventeen additional institutions have returned a response after the data were compiled; this represents a total response of 84-2 percent. 23 2*f of response forms received while the information for programs is based upon the actual number of programs. The first section of the survey instrument contained an optional space for the person responding to sign his name and title. Of the total response received, only seventeen individuals did not identify themselves. Thus a total of 92 percent of the respondents identified them­ selves. Two institutions were reported as closed. One of these was reported by a note written on the original cover letter which was returned, and the other was returned with a Post Office "Out of Business" stamp. These two insti­ tutions are included in the data only as institutions re­ sponding; they are not included in any other data. A response of 100 percent was obtained from twenty-two of the fifty states. All but four of the twenty-four federal institutions and all but five of the tv/enty-two smaller institutions responded by the established dead­ line.

Resnonse to Survey Instrument Items Institution. The first item on the instrument was a place for the institution’s name. All responses were iden­ tified by this name and a code number assigned by the investigator. A complete list of institutions to which survey forms were mailed is included in Appendix D. 25

Security Classification. The second item asked for the type of security found in the institution. Of the 185 responses to this item, it "was found that vocational edu­ cation programs were offered in all security classifications. No security classification group provided a substantially greater number of vocational education programs than did any other group. See Table 1. Besident Population. Of the 185 institutions which responded to the survey twenty-nine did not include their current population figures. Therefore, 1 % institutions reported a population of 125,281 male and 5> 525 female for a total reported population of 130,806 persons who could possibly participate in the vocational education programs. The smallest male population reported, which had vocational education programs, was an institution with fifty residents, while the largest reported male population was 3> 500. The largest female population reported was %Q in one insti­

tution. TABLE 1 VOCATIONAL PROGRAMS AND TYPE OF SECURITY

Number of insti­ Total number Average number of Security Total number tutions with no of Vocational programs/insti­ of tutions offering institutions Vocational Edu­ Ed. Programs cation Programs Re-ported Vocational Ed.

Maximum 59 10 298 6,0 Medium 58 11 320 6. 8

Minimum 22 6 66 4.1 Maximum and Medium 5 2 11 4.0 Medium and Minimum 7 2 33 6.6 Maximum, Medium, and Minimum 25 6 115 6.7 No response 11 8 11 3.6

Totals N=185 4-5 855 27

Average length of confinement. The average length of confinement for the 148 institutions, which responded to this item, was 26. k months. The shortest length of con­ finement which had vocational education programs was four months. There were four institutions which reported a shorter average length of confinement; however, they had no vocational programs. This indicates that in all but a very few institutions the residents could be available for a period of time adequate to permit vocational training for at least an entry'level skill. Age of residents. The institutions were divided into two groups by the age of their residents: 17.3 percent or thirty-two institutions reported as being for persons thirty years of age and under, while 73.^- percent or 136 institutions housed persons of all ages. Seventeen in­ stitutions, or 9-2 percent, did not respond to this question. The average age of the residents of the 165 in­ stitutions which responded was 26. 8 years. The range was from an average age of eighteen years in three in­ stitutions to a high average age of forty-four years in one institution. Number of -programs re-ported. Table 2 indicates the range of vocational education offerings available to the residents of the correctional institutions. The twelve institutions which reported only one vocational program ranged from one institution with a population of 2,000 males to a small institution with only fifty male resident Over 57 percent of the institutions which responded pro­ vided five or fewer vocational programs. Budget. Seventy-two institutions reported that they had money budgeted for vocational education; however, only fifty-four institutions reported the amount of this budget totaling $3»159*656. In Table 3 the number of insti­ tutions which do have a budget for vocational education is shown. The two responses which had a division budget are for the states of Texas and Missouri. Table Zf shows the sources of funds which were re­ ported in addition to the institutional budgets for vocational education. The most common source was MDTA funds with Vocational Rehabilitation next. All other funds reported supported only forty-three programs. 29

TABLE 2 NUMBER OF INSTITUTIONS AND NUMBER OE PROGRAMS

Number of Number of Number of Number of vocational institutions vocational institutions education which provide education which provide offerings the given num­ offerings the given num­ ber of programs ber of programs

0 49 9 6 1 12 10 8

2 10 11 7

3 20 12 4 h. 15 13 2 5 21 15 2 6 8 17 3* 7 7 18 1 8 9 24 1* *Two states have single school districts and are reported in this table as one institution for each state.

TABLE 3 INSTITUTIONS WITH BUDGET

Budget for Vocational Number of Institutions Education yes 74 no 56 Division Budget 2 No Response ...... £5...... - ...... 30

TABLE k SOURCE OF FUNDS

Funds received from Number of institutions MDIA 38 Vocational Rehabilitation 16 State Department of Education 10* State Department of Vocational Education 7* Other Institutional Funds (recreation funds, etc.) 7 Title I 5 Community College h Industry h LEAA 3 Governor's Crime Commission 1 H. E. W. 1 Vocational School __1 Total _____ 2 1 ...... *These two may reflect funds from vocational edu­ cation sources.

Selection of students. Within 92.7 percent of the institutions, which have vocational education programs, the educators are involved in the selection process of students for placement into the training program. Vo­ cational counselors or teachers either interview or, by some other means, have influence in the placement of

potential trainees into training programs. 31

Table 5 indicates that only seven institutions do not involve educators in making educational decisions for the residents.

TABLE 3 SELECTION OF STUDENTS

Number of institutions

Educators are involved in selection of students 12?

Educators are not involved 7

No response* -....51_____ *0 f the institutions with no response, forty-eight did not have vocational education.

Trainee enrollment. Nine institutions responded that their trainees were assigned to the training programs, and

twelve responded that their trainees were both voluntary and assigned. These responses indicate to the researcher that this question may have been misinterpreted in a few cases. The intent of this item was to determine if the resident volunteered or initiated the process to be placed

in a training program as opposed to a group of penal personnel assigning a trainee without his consent or knowledge. See Table 6. If the item was not misinterpreted on the survey form, the response would indicate that only 6.1 percent 32 of the institutions did not involve the resident in the selection of the training he could receive.

TABLE 6 DETERMINATION OF ENROLLMENT

Enrollment is: Number of institutions

Assigned 9 Voluntary ... 114 Both 12

No resnonse* ...... 50 *0f the No response , forty-eight do not have vocational programs; therefore, actually only two in­ stitutions with vocational programs did not respond.

Job Placement and Assistance. Table 7 indicates the number of institutions which are involved in some way with the placement of the trainees on a job after they have completed a training program. There were forty-eight institutions with no vocational programs plus thirty-nine institutions which did not respond to this item. This leaves only ninety-eight institutions, out of the total (* 185, which are involved in some manner with job placement. The'table indicates 177 responses for only ninety-eight possible institutions. This item was structured to permit the response to include more than one method of involve­ ment. The most frequently used method for the placement of 33 trainees was the "letter of reference. " Only five insti­ tutions indicated that the State Employment Service was utilized, and only one institution has a "job placement" person on the staff of the institution to assist the trainees.

TABLE 7 JOB PLACEMENT

Job -placement activity Number of institutions

Not involved 39 Letter of Reference 79 Employer Contact 57 Placement Service 3k Utilize State Employment Service 5 Job Placement Coordinator 1 Auto Dealers Association 1

Eollow-up. Table 8 shows that only 7.7 percent of the institutions with vocational education programs have any form of organized follow-up procedures whereby they can evaluate their programs and maintain contact with their trainees after release from the institution. Included in this 7.7 percent are those who responded that the parole personnel conducted the follow-up procedures. Of the thirty institutions which said they have an organized follow-up procedure, only twenty-five responded 3k to how often a follow-up is conducted. Table 9 shows that of these twenty-five responses, fourteen institutions stated they conduct a follow-up every six months.

TABLE 8 ORGANIZED FOLLOW-UP

Follow-un Institutions

Have an organized procedure 27 Conducted with MDTA programs only 3 No organized procedure 100

No resnonse 7

TABLE 9 FREQUENCY OF FOLLOW-UP

Frequency Institutions Continuous 6

Every six months 24 Every year k Occasionally __1

Total 25

Vocational Programs. The vocational program name, a short description of the program, and a list of specific jobs for which the program was preparing students were requested. The responses to these three items were 35 compared, and each institutional program was then classi­ fied into the eighty-nine program names which appear in Appendix E. In only rare cases do the program names, which appeared on the institutional responses, differ from those used in this report. An example of the re-classifi­ cation necessary would he changing "auto service" to service station mechanic. These changes were based'on the program description and specific jobs for which the training was being provided. Appendix E presents a complete listing of program names and the number of institutions which offer each pro­ gram. Table 10 shows the twelve most popular programs offered; these twelve programs represent 52.7 percent of the 835 programs reported for this study. The remaining 47.3 percent are divided among seventy-seven other pro­ gram offerings. Sponsor. The response to the inquiry concerning the sponsor of each vocational program seems to be more re­ vealing than the response concerning the source of funds as presented in Table Zj.. In Table 11 the data show that 68.5 percent or 545 of all programs reported are spon­ sored by the institution in which they are offered or an institutional school system. The State Department of Education and The Manpower Development and Training Act fund each sponsor 11.3 percent of the programs. The remaining 8.8 percent or seventy-one programs are sponsored "by six other agencies or organizations. Educational in­ stitutions, outside of corrections, sponsor the largest number of these seventy, programs.

TABLE 10 TWELVE MOST COMMON VOCATIONAL PROGRAMS

Number of programs Program name offered Enrollment

Auto Mechanics 78 1226 Arc and Acetylene Welding 70 1332

Machine Shop 39 602

Masonry 38 633 Radio and T. V. Repair 38 324

Auto Body Repair 34 468 Carpentry 31 440 Barbering 29 416 Baking and Cooking 27 415 Architectural and Mechanical Drafting 23 266 Air Conditioning and Refrigeration 22 ' 332

Small Engine Mechanic 22 239... 37

TABLE 11 SPONSOR OF VOCATIONAL EDUCATION PROGRAMS

Sponsoring Number of Percent for agency programs those programs which responded

Institution 307 63.7 State Department of Education 90 11.3 M. D. T. A. 90 11.3 Institutional School District* 33 b. 8

Community College 28 3.3 Vocational Rehabilitation 23 3.1 LEAA 8 1.0

Penal Industries 5 . 6 University b .3 Private Corporation 1 .1

No response -51 Total 833 *Three states are financed on a statewide basis.

Trainee Requirements for Enrollment in a Program. One hundred four programs required the trainees to success­ fully pass some test before enrolling in the program. The scores needed to successfully pass these tests v/ere not given. The first four tests, as shown in Table 12, are all aptitude or interest tests rather than achieve­ ment tests, such as tlie typing speed test which was required for six programs. These included five key punch programs and one clerical and typing program.

TABLE 12 TEST REQUIREMENTS

Number of programs Test requiring test

General Aptitude Test Battery 82 Differential Aptitude Test 11 Kuder Preference Record 2 I.B.M. Aptitude Test (not specifically named in responses) 3 Typing Speed 6

Total requiring tests for enrollment 104

Specific grade level achievement was required by 403 programs. Few institutions stated specifically how this grade achievement was measured; however, those, who did, stated either a Stanford Achievement Test score or a California Achievement Test score. As can be seen in Table 13, there is a wide range of grade achievement levels which are being used. High school graduation plus some college work was required in one computer programming course. 39

TABLE 13 GRADE ACHIEVEMENT REQUIRED FOR ENROLLMENT

Grade level Program Grade level Program achievement requiring achievement requiring

4.0 4 8.0 94 5.0 37 8.5 20 5.5 2 8.6 4 6.0 56 9.0 27

6.5 17 9.5 1 6.7 1 10.0 26 7.0 19 11.0 - 7.3 2 12.0* 56 7.5 25 13.0** __1 Total 392

*12.0 indicates either high school graduation or an equivalent certificate. **13.0 indicates high school graduation and some college.

Three hundred one programs specifically stated the trainee must have expressed an interest in the training program. The data in Table 6 show that only nine in­ stitutions had assigned enrollment, with the remaining 126 institutions having voluntary enrollment. It appears, therefore, that many programs did not report interest as a requirement even though a trainee volunteered for a training program. 40

Additional requirements for enrollment which were reported are shown in Table 14. The most common require­ ment other than a grade achievement and interest was the parole date of the inmate. This date was used only in reference to the length of time a resident would be available for training.

TABLE 14 ENROLLMENT REQUIREMENTS

Requirements Number of -programs

Parole date 143 Custody or security classification 25 No sex offense 4

No drug offense 4 Institutional prerequisite* 4 No physical defects 2

Drafting 1 *Four programs required a trainee to complete a specific institutional course as a prerequisite to entrance. As an example: A sequence of a key punch course before computer programming. In response to the inquiry concerning the enrollment requirements the person completing the survey form could include any combination of the requirements listed in Table 12, Table 13, and Table 14. It appeared that the primary requirement was a grade level achievement score; Zj.1 however, this was required in only 45* 8 percent of the programs. Of the total number of programs reported, only 135 required a grade achievement above the eighth grade.

Copyright Date of Basic Test or Reference Material. The copyright dates of the books in current use in the vo­ cational programs were found to be quite varied; however,

60 percent of those who responded were using material copyrighted in 1965 or later. The four programs using the oldest materials (all copyrighted in the 1940?s) were a sheetmetal program, a letterpress program, a carpentry program, and a motion picture projectionist program. Table 13 displays the copyright date of the text or reference materials and the number of programs which were using that date. This table has the dates grouped between 1950 and 1965 in five year intervals. For a year by year breakdown see Appendix F. 42

TABLE 15 COPYRIGHT DATES OF BASIC TEXT OR REFERENCE MATERIALS

Number of programs Number of programs Year using this date Year using this date

1972 3 1964-1960 65 1971 27 1959-1955 27 1970 33 1954-1950 14 1969 78 1948 1

1968 59 1947 1 1967 71 1945 1 1966 23 19^2 1 1965 43 Titles listed, but no copyright date*, 125 International Correspondent School Materials ____2

Total response 594 No response______261______*This 125 included titles of books plus statements indicating the materials were "teacher-made," current manufacture’s manuals, maintenance and repair manuals for specific equipment, and military training materials.

Recognition for Successful Completion of Program. The total response to this item exceeded the number of pro­ grams because some programs give recognition of completion in more than one manner. For example, both a certificate for barber training is given plus the opportunity to take the state license examination. Table 16 lists the types 43 of recognition given to the trainees for the programs re­ ported. There were only nineteen programs which did not provide some type of recognition or did not respond to this item of the survey instrument.

TABLE 16 RECOGNITION OF COMPLETION

Type of Number of institutions recognition awarding Certificate 716 Diploma 109 License (or opportunity to take test for a license) 31 Written Report of Progress 31 High School Credit 17 Money 11

Associate Degree Credit 5 College Credit 4 F.A.A. Mechanic License 2

Apprenticeship Credit __1

Total response 927

• Program Entrance. In response to the question per­ taining to when a trainee can begin training, 74 percent of the programs reported they were on a modular schedule or some form of curriculum arrangement which permitted the trainee to enter at any time. Only 22 percent of the programs operated on a strict semester basis or other academic time schedule. On this item thirty-three pro­ grams did not respond, while 633 programs stated the trainee could start at any time. The responses to this item indicate that the scheduling within the institutions determines when a person can enter training rather than the nature of the program. In most cases all programs in an institution followed the same procedure. Present Enrollment and Maximum Enrollment. The present enrollment, as reported, totaled 12,868 trainees. This figure represents 9.8 percent of the total popu­ lation reported in this study. Appendix G presents the present enrollment by programs and also indicates the maximum enrollment as reported for each program. Table 17 presents the enrollment for the twelve most frequently offered programs. Table 18 shows the enrollment range for the most common programs and the average enrollments In these same programs. In the auto mechanic program, Y/hich reported only one trainee, there were two certified civilian in­ structors, while the other extreme showed fifty-one trainees having seven uncertified instructors. The weld­ ing program with only three trainees to one certified teacher was a two year program, while the program with 102 trainees was a one year program and had only one 45 certified teacher. Both extremes in machine shop had only on certified teacher. The variations continue through the remaining programs as though there were little thought given to either the teacher-trainee ratio or the length of program.

TABLE 17 PRESENT AND MAXIMUM ENROLLMENTS FOR THE TWELVE MOST COMMON PROGRAMS

Program name Present Maximum Auto Mechanic 1226 1483 Arc and Acetylene Welding 1332 1456

Machine Shop 602 734 Masonry 655 787 Radio and TV Repair 524 678 Auto Body Repair 468 499 Carpentry 440 500 Barbering 416 450

B a k i ng and Cooking 415 436 Architectural and Mechanical Drafting 266 371 Air Conditioning and Refrigeration 332 398

Small Engine Repair 239 323 TABLE 18 RANGE OE ENROLLMENT AND AVERAGE ENROLLMENTS FOR THE TWELVE MOST COMMON PROGRAMS

Range of enrollment Average Program name Low - High enrollment

Auto Mechanic 1 - 31 15.7 Arc and Acetylene Welding 3 - 102 19

Machine Shop 2 - 37 15.4 Masonry 8 - 63 17.2

Radio and TV Repair 3 - 33 14 Auto Body Repair 5 - 35 13.7 Carpentry 2 - 34 14.2 Barbering 1 - k3 14.3 Baking and Cooking 6 - 60 15.4 Architectural and Mechanical Drafting 2 - 30 11.6 Air Conditioning and Refrigeration 5 - 29 13.1

Small Engine Rewair 2 - 25 _ . 10.9

All but three of the auto mechanic programs reported that they had either one or two teachers. When this is compared to the average of about sixteen trainees per class, it does not appear to be an unreasonable teaching load. Welding had the highest average enrollment of the twelve most common programs reported, with none reporting more than two teachers. For the other programs identified in w

Table 18 tlie average enrollment is not too large to be adequately handled by one or two teachers; however, the high enrollment programs do not always have the larger number of teachers. Advisory Committees. Public vocational education programs for many years have utilized advisory committees for such things as amount and type of training, equipment needs, content of subject matter, nature of work experience, and general policies for vocational education. Public la\7 mandates that each state appoint a state advisory council to advise with the state board for vocational education. Table 19 shows the number of advisory committees and the percentage for those programs which responded.

TABLE 19

ADVISORY COMMITTEES

Number of Percent of programs responses

Have an advisory committee 332 42 Have no advisory committee ‘458 58

No response ... 6 5 .... .

Length of Program. The reported length of the pro­ grams ranged from one program which lasted two weeks to one which covered 266 weeks. The most frequent length was fifty-two weeks for ninety-three programs. The next most common length was six months or twenty-six weeks with seventy-one programs utilizing this time span. There were 1+28 programs or 50 percent which were conducted for forty weeks or less. The average length of confinement was reported to be a little over twenty-six months or a

little over 102+ weeks. There v/ere only fifty-four pro­ grams which required more than 10^ weeks to complete. Therefore, it seems reasonable to conclude that most resi­ dents who enter training programs have time to complete all but a few training programs. There were fifty-four programs reported which were open-ended. Apparently these programs are designed on a modular-type curriculum which permits a trainee to com­ plete sections of a program as it meets his time require­ ment and needs. Table 20 reports the length of programs by intervals and the number of programs which extend for that interval of time. A more specific breakdown can be

found in Appendix H. 49

TABLE 20 LENGTH OP PROGRAM

Length of Number of Length of Number of program programs program programs in weeks in weeks

Under 5 3 66-70 6 6-10 16 71-75 5 11-15 46 76-80 8

16-20 84 81-85 0 21-25 78 86-90 11 26-30 106 91-95 3

31-33 22 96-100 5 36-40 73 101-110 27 41-45 23 111-120 10 46-50 50 121-130 3

51-55 96 131-140 2 56-60 10 over 141 12

61-65 6 Open-ended 54 No resnonse 96

Related Instruction. Over half of the programs pro-

Tided an average of either one or two hours of related

instruction per day. The remainder ranged from fifteen

minutes to eight hours as shown on Table 21. 50

TABLE 21 LENGTH OF RELATED INSTRUCTION

Average length of related Number of instruction per day______programs

Less than 30 minutes 32

31 to 60 minutes 357 61 to 90 minutes 49 91 to 120 minutes 164

121 to 180 minutes 84 3 hours to 4 hours 39

4 hours to 6 hours 57 over 6 hours 25 No response

Total 855

The researcher feels that this item may have been misinterpreted due to the fact that eighty-two programs reported having over four hours of related training while twelve programs reported eight hours. All but nine of the programs reporting more than four hours of related training also reported the same number of total hours of instruction. Length of Instructional Day. The total number of hours of instruction for the vocational education programs varied from fifty minutes per day to a full eight hours. Most of the programs which had a total of less than three hours 51 were evening programs, programs connected with insti­ tutional maintenance and on-the-job training, and pro­ grams which did not meet each day of the week. In Table 22 the total hours of daily instruction are presented with the number of programs for that time span.

TABLE 22

TOTAL VOCATIONAL INSTRUCTION PER DAY

Hours of instruction Number of -programs

Less than 1 hour 3 1 hour 6

1 - 2 hours 39 2 - 3 hours 68 3 - 4 hours 80 3 - 6 hours 310

6 - 7 hours 191

7 - 8 hours 134 No response 2A

The most common instructional day was found to be from five to six hours. Two hundred fifty-seven of the

310-programs shown in Table 22 actually had six hours of instruction per day. The researcher found that in many institutions the work day is considered to be only six hours in order to provide time for other activities of the 52 residents during the normal civilian work day. Of the 855 programs in this study, 635 or 74-2 percent could be con­ sidered full-time training programs. Of the remaining 220 programs, 148 could be considered half-time programs. All but two in the group "2 - 3 hours” in Table 22 plus the sixty-eight "3 - k hours” programs met at least a full three hours. Teachers. One thousand forty-four civilian teachers were reported as working in the programs with 134 inmate teachers. Of the civilian teachers, 80.5 percent were reported to be certified by their State Department of Education to teach the occupational area in which they were instructing.

Only 4- 5 percent of the 134 inmate teachers held a state teaching certificate. Table 23 shows the number of teachers and the number of civilian and inmate teachers who have vocational teaching certificates. The use of inmate instructors is limited to thirty-four institutions.

In these institutions they teach only eighty-nine pro­ grams. In fifty-nine of these programs the inmate was reported to be working with a civilian instructor in the same program. In only fifty programs were the inmate teachers reported as being the only teacher. The ratio between the teachers and the present en­ rollment of 12,868 is one teacher for every 12.4 students. 5 3

TABLE 23 TEACHER CERTIFICATION

Not No Teac hers Certified certified response

Civilian 1044 841 177 26 Inmates 6 124 Totals 1178 847 . 301 29

Size of Shop or Laboratory. The 724 programs reporting the square footage available for instruction re­ ported a total of 1, 906 square feet or an average of 2,548 square feet per shop. Table shoves the range of square footage for each of the twelve most common vocational programs offered. Appendix I shov/s the range of the square footage for all programs in this study and the average per program. The first four programs shown in Table 24 have an extremely large difference between the two largest shop areas. One auto mechanic program, which has 21,000 square feet, is housed in a large building and will accommodate 150 trainees. The largest machine shop program has its laboratory or shop work in an industry facility. The response for the arc and acetylene welding program indi­ cates that the square footage for these programs probably includes an industrial production area. 54

TABLE 24

SIZE OF SHOP OR LABORATORY FOR TWELVE MOST COMMON PROGRAMS

Range of square Average square Program footage footage per Low - High ■program

Auto Mechanic 100 21000 3324 (8048)* Arc and Acetylene Welding 80 20000 2366 (6300)* Machine Shop 1200 36000 4342 (8600)* Masonry 180 10000 2139 (5400)* Radio and TV Repair 80 5000 1477 Auto Body Repair 600 6000 3046

Carpentry 100 6000 2243 Barbering 200 7800 1687

Baking and Cooking 230 12000 2733 Architectural and Mechanical Drafting 81 2400 808 Air Conditioning and Refrigeration 200 6000 1935 Small Engine Mechanic 286 2646 1240 *The number in parenthesis is the second highest square footage for the program. The average square footage allotted to Auto Mechanics was 3> 324 for an average enrollment of 15.7 trainees. An Ohio manual entitled, Facilities and Equipment for Trade 55 and Industrial Education Programs, ^ which was written as a guide for planning vocational facilities, states that four of the most recently constructed auto mechanic facili­ ties contained an average of 6,238 square feet. This would indicate that the institutional auto mechanic facilities being studied are almost half the size which would be considered adequate in Ohio for vocational pro­ grams. Table 23 compares the average square footage re­ ported for the twelve most common institutional programs with those of recent Ohio public educational facilities. In comparable programs, for which figures are available for both Ohio and the institutions, auto mechanics contains 33.2 percent of the square footage considered adequate for twenty trainees in the public vocational programs in Ohio. The welding programs average only 32.5 percent of the space, even though the average enrollment in the institution is nineteen trainees and the Ohio figures are based upon equipment and space for twenty students. The radio and television repair pro­ grams fare a little better, as they average 70.3 percent of the space recommended by the Ohio guide. The auto body repair, small engine repair, carpentry programs and

^Division of Vocational Education, Facilities and Equipment for Trade and Industrial Education Programs, Columbus, Ohio State Department of Education 1970, pp.19-28. 56 the drafting program each contain less than half the re­ commended space; only in the machine shop programs and the baking and cooking programs did the institutions have a larger average number of square feet than do the public vocational programs. During the author’s travel and ob­ servations, it became apparent that the facilities used by the institutions for these two programs were not de­ signed for education. The main institutional kitchen is normally used for the vocational cooking and baking pro­ gram, and an industrial or maintenance shop area is often utilized for the vocational machine shop program. The average enrollment of most of the institutional programs is less than the number usually considered

adequate for public vocational centers; however, the same equipment and materials can be used; and the unique feature of the institutional setting with security con­ sideration, storage, length of training day, and other considerations, causes the author to feel that more space is actually needed to provide a comparable program inside an institution than is available in public vocational

education. 57

T A B L E 25

AVERAGE SIZE OF INSTITUTIONAL PROGRAMS COMPARED TO THE AVERAGE SIZE OF PROGRAMS IN ONE STATE'S PUBLIC VOCATIONAL PROGRAMS

Average insti­ Average square Program tutional square footage of recent footage Ohio facilities

Auto Mechanics 3324 6238 Arc and Acetylene Welding 2366 4500

Machine Shop *042 3755 Masonry 2139 3120 Radio and TV Repair 1477 2000 Auto Body Repair 3046 6238

Carpentry 2243 5000 Barbering 1687 Not available

Baking and Cooking 2755 2380

Architectural and Mechanical Drafting 808 2400

Air Conditioning and Refrigeration 1935 3500 Small Engine Repair 12A0 3020 CHAPTER IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The Problem. The purpose of this study was to deter­ mine the extent to which vocational education actually exists within correctional institutions in the United

States and to present this information in a manner which could he valuable as a resource for planning by correction­ al and educational personnel. By developing this study of the current vocational offerings within the correctional system, it is hoped that some order can come to both the planning of future programs and coordination between agencies and institutions. It was found that there is very little published material concerning vocational edu­ cation programs within correctional institutions. Also, there has been little coordination or communication con­ cerning the vocational education activities within in­ stitutions. Very little coordination or knowledge exists between the various rehabilitation agencies concerning the vocational education services available to the

58 59 correctional institution residents.

The history of correctional education records that the first schools inside the American prisons were not de­ veloped until 1798, at which time their purpose was to provide leisure time activities for the inmates. In the l800’s there was still little education being conducted, with most of this provided through the cell doors. The year 1929 is considered by many to be the year that correctional education "became of age.u This year was the beginning of the modern trend in education and the point at which education began to be recognized as a part of the program for the rehabilitation of the inmates. At the present time the state of correctional education gives indications of promise for the future rehabili­ tation of the offender. By using programed instruction and other self-instructional materials, imaginative innovations in academic and social correctional education, and innovations in vocational education, it seems to show promise of a better rehabilitation program for the offender.

Various demonstration projects, which have been con­ ducted primarily through the Manpower Development and

Training Act funds, have shown that training can effective­ ly be carried out with a prison population and that the individuals who have completed the training have a lower 60 recidivism rate than those who have not completed some form of training. The specific objectives of this study were to de­ termine: 1. the number of persons enrolled in vocational education programs and how this compared to

the total inmate population; 2. the extent to which civilian advisory groups are utilised for the vocational programs; 3. the ratio of teachers to trainees; If., how the vocational education programs are fi­ nanced within the institutions; 5. what recognition is received by the trainee when he successfully completed a vocational program; 6. how many vocational programs are conducting placement and follow-up services for the

trainee; 7. the number of hours devoted to training in the vocational programs; 8. if the teachers are inmate instructors or civilian instructors, and if they hold a current state teaching certificate in t3ie area they are teaching;

9. what restrictions are placed upon inmates 61

who desire training; 10. the number of square feet allocated to each program.

Procedure Used. The procedure which was utilized for this study consisted of a mail survey instrument which was used to gather the information from those correctional in­ stitutions housing over 100 male inmates and all insti­ tutions housing female inmates in the federal and the fifty state correctional systems. Also included was a random sample of institutions housing less than 100 male inmates. This provided a total of 260 institutions which were contacted for this study. The survey instrument contained three sections. The first contained general questions concerning each insti­ tution. The second section included general questions concerning the vocational education offerings within the institution. The final section of the instrument was directed to the individual vocational education programs offered within the institution. The preliminary instru­ ment was written and field tested in the seven adult correctional institutions in Ohio. Upon completion of the field testing and revision, the instrument was then printed and mailed to the remaining 253 adult correctional institutions throughout the country. Two follow-up letters 62 were mailed to the institutions at two week intervals in an effort to obtain a higher response. The last follow-up was addressed directly to the superintendent or warden of the institution and contained an additional survey instru­ ment. The responses to these survey instruments were tallied and compared for this study. There were 202 institutions which responded by the established deadline. This number represents 77-6 percent of those institutions which were contacted. Included in these responses were two states, Texas and South Carolina, which provided a division-wide response including all of the correctional institutions’ vocational education programs for their respective states. Findings. The findings derived from the data collect­

ed in this study are: 1. Fifty-nine institutions were maximum security institutions, fifty-eight were medium security, twenty- two were minimum security, along with twenty-three insti­ tutions which contained both medium and minimum security, and five which contained both maximum and medium security residents. 2. The average length of confinement in the insti­ tutions was 36.^ months. 3- The average age of the resident for all insti­ tutions was 26. 7 years. 63

k. Seventy-three and four-tenths percent or 136 in­ stitutions housed al-1 ages of residents, while 17.3 per­ cent housed only residents who are thirty years of age or younger. 3. Enrollment in vocational education programs was found to be 12,868 trainees which represents only 9- 8 per­ cent of the total reported population of 130,806. 6. Enrollment in a single vocational program ranged from one trainee to a high of 102 trainees. 7. Enrollment in vocational education programs is on a voluntary basis in 126 or 91.9 percent of the insti­ tutions that reported vocational programs. 8. There were 855 vocational education programs in 185 correctional institutions or an average of 4.6 pro­ grams per institution. 9. The twelve most common vocational education pro­ grams, which represent 52.7 percent of the total number of vocational programs reported, are: Auto Mechanics, Arc and Acetylene Welding, Machine Shop, Masonry, Radio and T. V. Repair, Auto Body Repair, Carpentry, Barbering, Baking and Cooking, Architectural and Mechanical Drafting, Air Con­ ditioning and Refrigeration, and Small Engine Repair. 10. Fifty-seven percent of the total number of insti­ tutions provide five or fewer vocational programs. 6 4

11. Advisory committeees were not used in 458, or 60 percent, of tlie total programs, while in 40 percent or 342 programs they were utilized. 12. Seventy-four institutions or 40 percent of the I83 institutions had funds budgeted specifically for vocational education. 13. Five hundred forty-five or 63- 7 percent of all the vocational programs were sponsored directly by the

institution. 14. Ninety-seven programs or 36.3 percent of the total reported programs were funded by money from outside agencies or sources. 15. Manpower Development and Training Act funds were used for vocational training in thirty-eight institutions. 16. Seven hundred sixteen of the vocational programs reported or 83.7 percent gave a certificate in recogni­ tion of completion of the program. One hundred nine or 12. 7 percent gave a diploma. 17. An organized follow-up procedure is conducted by only 19. 7 percent of the 185 reporting institutions. 18. Ninety-eight institutions, or 32.9 percent of the 185 institutions, had some form of job placement

connected with their vocational education programs. 19. The most common length of vocational programs was found to be one year, the next common length being six 65 months. 20. Over half of the vocational programs included one to two hours of related instruction per day. 21. There were 146 or 17 percent of the total vo­ cational programs which had between three and four hours of total instructional time per day, and 382 o r 68 percent of the vocational programs had six hours or more instruc­ tional time. 22. One thousand forty-four civilian teachers and 134 inmatf? teachers were used in the vocational education programs. 23. There were 80.5 percent of the civilian teachers who held vocational certificates from their state. 24. There was a teacher-trainee ratio of one teacher for every 12.4 trainees. 25. A trainee can enter 74 percent or 635 of the vocational programs reported at any time, while only 22 percent or 189 vocational programs function on a semester or other time block schedule. 26. Vocational education personnel were involved with the selection and screening of the trainee for vo­ cational programs in 92. 7 percent or 127 institutions of the responding institutions. 66

27. One hundred four programs or 12.1 percent of the 855 reported programs required the inmate to take some type of test before enrollment in a vocational program. 28. Specific grade level achievement was required in 405 or 45.8 percent of the vocational programs. 29. In 301 or 35-2 percent of the 835 vocational education programs, the trainee must have expressed an interest in that area of training. 30. Sixty percent or 357 of the vocational programs, which reported the copyright date of their text and re­ ference materials, used materials copyrighted in 19&5 0I> after. Four vocational programs are still using materials copyrighted in the 1940’s. 31. A total of 1,844»906 square feet of space was reported as being used for vocational education for an average of 2,548 square feet per vocational program. 32. Of the twelve most common institutional programs offered, four had 50 percent less space and nine had less than 75 percent of the space recommended for current public vocational programs. 67

Conclusions

On the basis of the data gathered and the analyses conducted for this study, the following conclusions were reached: 1. The number of residents enrolled in the vocational education programs in the correctional institutions is extremely small, as it represents onl3r 9-8 percent of the resident population. This is extremely low when other studies have indicated that up to 80 percent of the resi­ dents are classified as unskilled at the time of incarcer­

ation. 2. The financing of the vocational education programs in correctional institutions is a major problem. 3. The square footage allocated to the vocational program is usually less than the recommended space for a public vocational program. if. Most residents of correctional institutions who

enter a training program have enough time to serve enabling

them to complete almost any training program. 5- Very little effort is presently made toward using vocational education as a tool in the rehabilitative pro­ cess. 6. Advantage is not being made of advisory committees

in the correctional vocational programs. 63

7. Vocational education programs do not assume the responsibility of placement or follow-up except in rare cases.

Bee ommendations It is recommended that: 1. Education be given a definite, budgeted amount of money for operation of the programs in an institution. 2. Each institution provide a variety of vocational education offerings which are compatible and coordinated with the needs and interests of the residents as well as with the employment needs of the state. 3. Educators should be involved in the selection and screening of trainees for the vocational education programs. l\. Job placement and follow-up procedures should be

developed by the institution as a part of the entire vocational education program. 3. Textbooks and reference materials that are more than five years old should be replaced with current materials, and a policy should be developed to provide for constant up-dating of text and reference materials. 6. Program curricula should be written or revised to provide for open-ended and open-entry type programs which will better meet the needs of the residents of an insti­

tution. 69

7. Advisory committees should be formed for each vocational offering to provide current, up-to-date materials, ideas, and expertise to the programs. 8. • Follow-up procedures should be started which pro­ vide information useable for evaluation of the vocational curriculum and the effectiveness of the vocational edu­ cation program. This procedure should be on a continuous basis with the results available to the parole personnel as well as the educational department of the institution. 9- All teachers should be civilian teachers who hold valid state teaching certificates for the vocational area which they are teaching. Inmates should be used only as teacher aids or assistants while the civilian teacher has responsibility for the educational programs. 10. Student selection should be based upon interest of the trainee. All inmates who have an interest in a vocational education should have the opportunity to learn unless M s security or past record have proven M m an unfit candidate for that vocational activity. 11. The square footage allocated to the vocational programs should be at least as large, if not larger than that recommended for public vocational education programs. Factors such as security, storage of material and equip­ ment, nature of student, and length of program should be 70

considered when facilities are planned, 12. Each trainee successfully completing a training program should receive some recognition of completion as well as assistance in obtaining a meaningful job upon

release from the institution. APPENDIX A

SURVEY INSTRUMENT AND COVER LETTER

71 72 OHIO d e p a r t m e n t o f m e n t a l h y g ie n e a n d c o r r e c t io n

JOHN J GttllGAN GOVtHNOF?

JAMES T. WELSH DIVISION OF CORRECTION a c e in g d ir e c t o r

K fN N llH 0 GAVIH. M D . P.O. BOX 57 DlttLC ion OCSKHff

MARION. OHIO 43302 O E N N tn 1 COOPER COMMISSIONER April 12, 1972

Dear Fellow Educator:

In ordsr to complete a study of vocational education currently avail­ able in the nations adult correctional institutions, I am contacting you in hopes you will dBvote a little of your valuable time to complete the enclosed questionnaire.

This data will be compiled to determine the current status of voca­ tional education in the correctional systems and serve as a resource for future planning and development of vocational education. Your assistance and cooperation are greatly needed in this study. To assist you in your participation in this study, every effort has been made to keep written answers to a minimum and to develop a questionnaire which will require very little of your time.

Upon completion of this questionnaire, please return it to the writer in the self-addressed, postage paid envelope provided.

Please accept my thanks in advance for your efforts on behalf of this request.

erely,

m e M Donald R. Neff ff[J ZVocational Consultant t Ohio Division of Correction

This study is being conducted with the cooperation and counsel of:

Bennett a. Cooper. Robert i'l. Reese Commiss/oner/ Chairman: Vocational-Technical Department Ohio Divisl/n of I ThB Ohio State University 72

INSTRUCTIONS

O n the following pages you will find a series of questions pertaining to your institution and the vocational education programs which are available to your residents.

For the purpose of this study, V O C A T I O N A L EDUCATION SHOULD EE DEFINED AS: THOSE PROGRAMS WHICH ARE CONDUCTED WITHIN THE INSTITUTION IN A PLANNED AND ORGANIZED MANNER UNDER THE SUPERVISION OF THE EDUCATION DEPARTMENT OF THE INSTITUTION. THIS EDUCATION IS DESIGNED TO PREPARE THE TRAINEE FOR GAINFUL EMPLOYMENT AS A SKILLED OR SEMI-SKILLED WORKER AND CONTAINS BOTH SKILL TRAINING AND TECHNICAL OR THEORY RELATED INSTRUCTION.

T h e first page of the questionnaire contains general questions about your residents and the vocational programs. The remainder of the pages contain mo r e specific questions for each of your vocational education programs. Please complete each series of 18 questions as they apply to each specific vocational program area.

If your institution does not have any vocational education (as defined above), please answer only the first five questions on the first page and return in the enclosed envelope. 73

OPTIONAL: Name of person responding______

Title of person responding______

(Your name and title will not be used in this study, it will only be used if further contact is necessary concerning this information.)

GENERAL INFORMATION CONCERNING INSTITUTION

1. Institution na m e ______

2. Type of security: M a x i m u m _____ M e d i u m_____ M i n i m u m _____

3. What is the present resident population? (Include honor status if they can participate in the institutional vocational education program.) Male Female______

4. What is the average length of confinement, in this institution, for the residents?____

5. What is the age range of the residents? ______

6. What is the average age of the residents? (approximately)

If your institution does not have vocational education as defined, please return only this page in the enclosed envelope. **************************************

GENERAL INFORMATION CONCERNING THE VOCATIONAL EDUCATION OFFERINGS

7. Does the vocational program receive funds which are designated and allocated for vocational education in the general budget for the institution? Yes______No______

If yes, how mu c h was budget for this fiscal year? ______

8. If monies are used, other than as shown in Question 7, what is the source of funds?

M D T A Title I______Other______(please write in)

9. Are either the vocational counselors or teachers involved with the selection of students for placement in the vocational education programs? Yes No______

10. A r e trainees assigned to vocational training or is enrollment voluntary?

Assigned______Voluntary______

11. T o what extent are the vocational education personnel involved with the placement of the trainee upon completion of the program and release from the institution? Not involved______Letter of reference______Employer contact______Placement service _____ Other______(please write in) 7k

12. Is there any organized follow-up procedure conducted by the institutional personnel?

Y e s N o If yes, h o w often?______

W h e n was the last follow-up conducted? ______

ON THE FOLLOWING PAGES ARE A SERIES OF 18 QUESTIONS FOR EACH OF YOUR VOCATIONAL PROGRAM AREAS INCLUDING MDTA PROGRAMS, INSTITUTIONAL PROGRAMS, ETC. PLEASE COMPLETE A L L 18 QUESTIONS FOR EACH AREA. (IF YOUR INSTITUTION HAS MORE THAN 12 VOCATIONAL PROGRAMS, PLEASE DUPLICATE THE FORM OR ANSWER THE SAME QUESTIONS FOR THE ADDITIONAL PROGRAMS ON ANOTHER PAPER.) 75

1, Vocational precriwa nase: Sponcor; Stato Copt,of Ed. Inotltutlon MDTA T .. _ .______,____ Other______I pi oti-o w ito -in ) 2. List ono or noro cpociric payroll Jots titles for which this program is douienod to develop chill.

5. V.’rito e brief description of this procram. (or.o or two sentenced)

i*. What aro tho tralcoo requirements for enrollcont?

5. Wnat ia the title(c) and copyright date(c) of the basic text or refcrcr.co materials?

6. What recognition is Given the trainso upon successful completion of the procrcun? Certificate Diploma O ther tpleoce^write-in) 7. Can a trainee enter tbo pronran at any tir.c?(modular scheduling, etc.) yes no 8. V/hat is tho present carollmcr.t7 9. Y.'hat is tbo maximum enrollment? 10. 1c nn occupational advisory committee used? yos no 11. Total length of tho pro/tram? v.ks 12. What is the avcrsro length of related instruction per day? hrs, 15. What io the total nusher of hours of instruction per day?

li». How cany civilian toacherc are wsrhing in this program? 15. Is the teacher(c) cortified as c vocational teachor(c) by the State Department of Education for this occupation? yos no 16. Hoe cany innate teachers (not helpers or teachers aids) are vorltinG in this prorraa? 17. Ic tho inmate(s) cortified as vocational tescher(s) by the State Department of Education for this occupation? yen no lS. V/hat is the squrjro footage in the laboratory or shop area? sq. ft.

1. Vocational program name; Sponsor; State Dept.of Ed. Institution "DTA ______Other______- 5“ - i Pio«e write-in) 2. List one or noro specific payroll jobs titles for rhlch this procram -is designed to develop chill.

5. Write a brief description of this prcGrar.. (one or tmo ecntcr.ceo)

4. What are the traineo requirements for enrollcont?

5. What ia the titlc(c) and copyricht dato(c) of the basic text or reference materials?

6. Vbat recognition is given tho traineo upon cuccessful completion of the program? Ce r ti f1cate Diploma 01 her r"r ''('pieace-write-in) _ 7. Can a trainee cater tho prcGran at any tinc?(nodular scheduling, etc.) yeo r.o 8. What io tho present enrollment? 9. V/hat io tho maximum enrollment? 10. Ic on occupational advisory comuittoo used? yee no 11. Total length of tho program? whi 12, What io the avcraro length of rclatod instruction per day? hrs. 15. "hat io the total number of hour- of instruction per day? hro. ltt. How cany civilian teachers are v.orkins in this rrorras? 15. Is the toachcr(o) certified so a vocational tcacher(c) by the Stcto Department of Education for this occupation? yon r.o lG. How cany innate toachrrs (net helpers or teachers aitla) ore v/arkiNg in thio program? 17. Ic tbo AnmaU(s) certified as vccatior.nl tcachcr(o) by tho -Late Lcpartsc.it of Education fur this occupation? yea no 13, What ic the cquaro foo&ago in tl.« laboratory or chop orca? oq. ft. i iI i

I APPENDIX B

FIRST FOLLOW-UP LETTER OHIO d e p a r t m e n t o f m e n t a l h y g ie n e a n d c o r r e c t io n lrV?>V v

JOHM J G U IffiW GOVERNOR

JAMES T. W IS H DIVISION OF CORRECTION ACTING DIRECTOR

KCNNL1H 0 GAVER. MO. R.O. BOX 57 DIRECTOR OfSlGNfE

MARION, OHIO 43302 DENNETT J COOPFR COMMISSIONER May 1, 1972

Dear Educator:

' On April 12, 1972, I mailed you a nationwide survey instrument. As you may recall, this study is to determine the current status of vocational education in the federal and state correctional institutions and serve as a resource for future planning and development of programs.

As of this time, I have not received a response from you or your institution. Perhaps you have mailed your response to me and it has been delayed in the mail. If not, I hope you will respond so this study will Include your vocational programs and represent your institution.

Thank you for your time and cooperation.

Sincerely, .

Donald R. Neff^/ Vocational Consultant, Ohio Division of Correction 2582 Scioto View Lane Columbus, Ohio 1*3221 APPENDIX

C

SECOND FOLLOW-UP LETTER 79

OHIO d e p a r t m e n t o f m e n t a l h y g ie n e a n d c o r r e c t io n

JOHN J. Oll'GAN GOVERNOR

JAMES T WELSH DIVISION OF CORRECTION a c t in g d ir e c t o r

P.O. BOX 57 KENNETH 0 CAVTR. M O OIRCCIOR OcSfGNEC

MARION, OHIO 43302 o f N N t r r j c o o p e r CQMKUSSiCltH H May 16, 1972

I am conducting a nationwide study of tho vocational education opportunities available to the residents of the adult correctional institutions in the nation. The data gathered in this study -will be used to determine the current status of vocational education in the correctional systems and serve as a resource for future planning and development of vocational programs. A copy of this questionnaire was sent to the Director of Vocational Education of your institution on April 12, 1972, with a follow-up letter dated May 1, 1972. I would like very much to be able to include your institution in this study, however, I have not received a response from your institution. Apparently the original letter was misplaced or misdirected in the mail process. Therefore, I am sending an additional copy of the survey instrument to you with the hope you will direct this inquiry to a person on your staff who can respond. Thank you very much for your time and consideration in this matter.

Sincerely,

Donald R, Neff/ Vocational Consultant, Ohio Division of Correction APPENDIX D

INSTITUTIONS INCLUDED IN THE STUDY

80 81

INSTITUTIONS INCLUDED IN THE STUDY

ALABAMA Frank Lee Youth Center, Route 1, Box 300, Deatsville, 36022 Atmore Prison Farm Unit, Route 2, Box 38, Atmore, 36302 Draper Correctional Center, P.O.Box 1107, Elmore, 36023 State Cattle Ranch (Honor Farm), Greensboro, 36744 Julia Tutwiler Prison for Women, P.O.Box 30, Wetumpka, 36092 Holman Unit Route 2, Box 37» Atmore, 36302 Medical and Diagnostic Center, Route 5, Box 123, Montgomery, 36109 ALASKA South Central Correction Institute, Box 235, Anchorage, 99301 Nome State Jail, Box 36, Nome, 99762 Adult Conservation Camp, Box 919, Palmer, 99645 ARIZONA Arizona State Prison, P.O.Box 613, Florence, 85232 Safford Conservation Camp,P.O.Box 791, Safford, 8554-6 ARKANSAS Arkansas State Penitentiary, Cummins Prison Farm, P.O.Box 500, Grady, 7164-4 Arkansas Intermediate Reformatory, Tucker, 72168 CALIFORNIA California State Prison at San Quentin, San Quentin, 94962* California State Prison at Folsom,Box No.W.,Represa, 95670 California Correctional Institution, Box 1031, Tehachapi, 93561 California Institution for Men, Box 128, Chino, 91710 Correctional Training Facility, Box 686, Soledad* 93960 Deuel Vocational Institution, Box 2*00, Tracy, 95376 California Medical Facility, Box 568, Vacaville, 95688 California Men’s Colony, Box A, San Luis OLisop, 93401 California Conservation Center, Box 790, Susanville, 96130 Sierra Conservation Center, Box 497} Jamestown, 95327 California Institution For Women, R.R.#l,Frontera, 91720 California Rehabilitation Center, Box 841> Corona, 91720

COLORADO Colorado State Penitentiary, Box 1010, Canon City, 81212 Camp George West Honor Unit, Golden, 802*01 Colorado State Reformatory, Box R, Buena Vista, 81211

Delta Conservation Camp, Delta, 812*16 CONNECTICUT Connecticut Correctional Institution, Niantic, Box 2*56 Niantic, 06357

Connecticut Correctional Institutions, Cheshire, Box G, Cheshire, 062*10 83

CONNECTICUT (cont’d) Connecticut Correctional Institution, Somers, Box 100 Somers, 06071 Connecticut Correctional Institution, Osborn, Box 6, Hazardville, 06036 Community Correctional Center, 1106 North Avenue, Bridgeport, O6604 Community Correctional Center, 72 Seyms Street, Hartford, 06120 Community Correctional Center, Montville, R.#32, Uncasville, O63B2 Community Correctional Center, 243 Whalley Avenue, New Haven, 06510

DELAWARE Delaware Correctional Center, R.D.No, 1, Box 500, Smyrna, 19977 Correctional Institution for Women, P.O.Box 5086, Wilmington, 19808

Sussex Correctional Institution, Route 1, Box 500, Georgetown, 19947 FLORIDA Apalachee Correctional Institution, P.O.Box 127, Chattahoochee, 32324 Avon Park Correctional Institution, P.O.Box 1177, Avon Park, 33825 Community Correctional Centers, 301 Farris Bryant Building, Tallahassee, 32304 DeSoto Correctional Institution, P.O. Drawer 1072, Arcadia, 33821 Division of Corrections Road Prisons, 301 Farris Bryant Building, Tallahassee, 32304 Florida Correctional Institution, Lowell, 32663 FLORIDA (cont'd) Florida State Prison, P.O.Box 221, Raiford, 32083 Glades Correctional Institution, 300 Orange Avenue Circle, Belle Glade, 33430 Reception and Medical Center, P.O.Box 628, Lake Butler, 32034 Sumter Correctional Institution, Box 667, Bushnell, 33313 GEORGIA Georgia State Prison, Reidsville, 30433 Chatham Correctional Institution, P.O.Box 122f6, Savannah, 31402 Decatur Correctional Institution, Bainbridge, 31717 Georgia Diagnostic and Classification Center, P.O. Box 3877 > Jackson, 30233 Georgia Industrial Institute, Alto, 30510 Georgia Training & Development Center, Buford, 30518

Lee Correctional Institution, Leesburg, 31763 Lowndes Correctional Institution, Valdosta, 31601 Macon Correctional Institution, Montezuma, 31063 Meriwether Correctional Institution,, Warm Springs, 31830 Putnam Correctional Institution, Eatonton, 3102A Wayne Correctional Institution, P.O.Box 427, Jesup, 31343 Georgia Rehabilitation Center For Women, Hardwick, 31034 Stone Mountain Correctional Institution, P.O.Box 337, Stone Mountain, 30083 HAWAII Hawaii State Prison, 2109 Kamehameha Highway, Honolulu, 96819 Olinda Honor Camp, P.O.Box 457, Makawao, Maui, 96768

IDAHO Idaho State Penitentiary, Box 7309, Boise, 83707 ILLINOIS Illinois State Penitentiary, Joliet, Box 112, Joliet, 60434 Illinois State Penitentiary, Stateville, Box 112, Joliet, 60434 Illinois State Penitentiary, Menard, Box 711, Menard, 62259 Menard Psychiatric BLvison, Box 711,. Menard,. 62259 Illinois State Penitentiary, Pontiac, Box 99, Pontiac., 61764

Illinois State Farm, P.O.Box 500, Vandalia, 62471 State Reformatory for Women, P.O.Box C, Dwight 60420 Illinois State Penitentiary, Vienna, P.O.Box 275, Vienna, 62995

INDIANA

Indiana State Prison, Box 4 1 , Michigan City, 4636O

Indiana State Reformatory, Box 28, Pendleton, 46064 Indiana State Farm, Box 76, Greencastle, 46135 Indiana Women’s Prison, 401 N. Randolph Street, Indianapolis, 46201

IOWA The Women’s Reformatory, Lanedale Box 313, Rockwell City, 50579 86

IOWA (cont’d) The Men’s Reformatory, Box B, Anamosa, 52205 Iowa State Penitentiary, Box 316, Fort Madison, 52627

KANSAS Kansas State Industrial Farm for Women, Box 160, Lansing, 66043 Kansas State Industrial Reformatory, Box 1568, 500 South Reformatorj' Avenue, Hutchinson, 67301 Kansas State Penitentiary, Box 2, Lansing, 66043

KENTUCKY Kentucky State Reformatory, La Grange, 40031 Kentucky Correctional Institution for Women, Pewee Valley, 40056 Kentucky State Penitentiary, Eddyville, 42038 LOUISIANA Louisiana State Penitentiary, Angola, 70712 Louisiana Correctional Institute for Women, St. Gabriel, 70776 Louisiana Correctional and Industrial School, P.O.Box 1056, DeQuincy, 70633

MAINE Men1s Correctional Center, 119 Mallison Street, South Windham, 04082 Women’s Correctional Center, P.O.Box 190, Skowhegan, 01976 Maine State Prison, Box A, Thomas ton, O486I Maine State Prison Minimum Security Unit, Warren, 04864 87

MARYLAND Patuxent Institution, Jessup, 20794 Reception Center, 954 Forrest Street, Baltimore, 21202 Maryland Penitentiary, 954 Forrest Street, Baltimore, 21202 Maryland House of Correction, Box 534* Jessup, 20794 Maryland Correctional Institution, Route No.3, Hagerstown, 21740 Maryland Correctional Training Center, Route No. 3* Hagerstown, 21740 Maryland Correctional Institution for Women, Box 535* Jessup, 20794 Maryland Correctional Camp Center, Jessup, 20794 MASSACHUSETTS Massachusetts Correctional Institution, Box 100, South Walpole, 02081 Massachusetts Correctional Institution, Box 43* Norfolk, 02056 Massachusetts Correctional Institution, Box 00, Concord, 01701 Massachusetts Correctional Institution, Box 99* Framingham, 01701 Massachusetts Correctional Institution, Box 366, Bridgewater, 02324 Massachusetts Correctional Institution, Plymouth, P.O.Box 207, South Carver, 02566 Massachusetts Correctional Institution, Warwich, Post Office:R. F. D. 2, Orange, 01364

MICHIGAN Michigan Reformatory, Ionia, 48846 Cassidy Lake Technical School, R. F. D. 1, Waterloo Road, Chelsea, 48H 8 38

MICHIGAN (coat'd) State House of Correction and Branch Prison, Marquette, 49855

State Prison of Southern Michigan, 4000 Cooper Street, Jackson, 49201 Michigan Training Unit, P.O.Box 492, Ionia, 48846 Corrections-Conservation Camps, 6000 Maute Road, Route No. 3, Grass Lake, 49204

MINNESOTA Minnesota Correctional Institution for Women, Box C,Shakopee, 55379 State Reformatory for Men, Box B, St. Cloud, 56301 Minnesota State Prison, Box 55> Stillwater, 55082 MISSISSIPPI Mississippi State Penitentiary, Parchman, 38738

MISSOURI Missouri Intermediate Reformatory, Box 538, Jefferson City, 65101 Missouri Training Center for Men, Box 7> Moberly, 65270 State Correctional 'Center for Women, Box K, Tipton, 65801 Missouri State Penitentiary for Men, Box 900, Jefferson City, 65101 MONTANA

Montana State Prison, Box 7» Deer Lodge, 59722 NEBRASKA

State Reformatory for Women, P.O.Box 422, York, 68467 Nebraska Penal and Correctional Complex, P.O.Box 81248, Lincoln, 685OI 39

NEVADA Nevada State Prison, P.O.Box 607, Carson City, 89701

NEW HAMPSHIRE New Hampshire State Prison, Box lij., Concord, 03301

NEW JERSEY Correctional Institution for Women, Clinton, 08809 Youth Reception and Correction Center, P.O.Box 1, Yardville, 08620 Youth Correctional Institution, Annandale, 08801 Youth Correctional Institution, Box 500, Bordentown, 08505 New Jersey State Prison, Third Street, Trenton, 08606

New Jersey State Prison, Lock Bag R, Rahway, 07065 New Jersey State Prison, Leesburg, 08327

NEW MEXICO Penitentiary of New Mexico, P.O.Box 1059? Santa Fe, 87501 Women’s Division, P.O.Box 1059? Santa Fe, 87501

NEW YORK Attica Correctional Facility, Attica, 1^011 Auburn' Correctional Facility, Auburn, 13022 Clinton Correctional Facility, Dannemora, 12929 Green Haven Correctional Facility, Stormville, 12582 Ossining Correctional Facility, Ossining, 10562 Wallkill Correctional Facility, Wallkill, 12589 Bedford Hills Correctional Facility, Bedford Hills, 10507 Great Meadow Correctional Facility, Comstock, 12812 90

NEW YORK (cont’d) Elmira Correctional Facility, Elmire, 14902 Eastern Nev/ York Correctional Facility, Napanoch, 12458 Albion State Institution and Western Correctional Facility, Albion, 144H Woodbourne Correctional Facility, Woodbourne, 12788 Glenham Correctional Facility, Building 21-A, Beacon, 12508 NORTH CAROLINA Central Prison, 835 W. Morgan Street, Raleigh, 27602 Correctional Center for Women, 1034 Bragg Street, Raleigh, 27602 Wake Advancement Center, 1000 Rock Quarry Road, Raleigh, 27610 Odom Correctional Institution, R. 1. Box 36. Jackson, 27845 Caledonia Correctional Institution, P.O.Box 137, Tillery, 27887 Blanch Prison, R. 1, Box 140, Blanch, 27212 Craggy Prison, P.O.Box 2839, Asheville, 28802 NORTH DAKOTA North Dakota Penitenitary, Basmarck, 58501 OHIO Ohio State Reformatory, P.O.Box 788, Mansfield, 44901 Lebanon Correctional Institution, P.O.Box 56, Lebanon, 45036 Marion Correctional Institution, P.O.Box 57, Marion, 45302 91

OHIO (contrd) London Correctional Institution, P.O.Box 69, London, 43130 Ohio Reformatory for Women, P.O.Box 2, Marysville, 43040 Ohio Penitentiary, P.O.Box 511, 2.3k West Spring Street Columbus, 43216

Chillicothe Correctional Institute, P.O.Box 5500, Chillicothe, 45601

OKLAHOMA Oklahoma State Reformatory, Granite, 73547 Oklahoma State Penitentiary, P.O.Box 97, McAlester, 74501 Oklahoma State Penitentiary Vocational Training School, Stringtown, 74569 Oklahoma State Penitentiary, McLeod Honor Farm, Farris, 74342 Women1s Ward, Oklahoma State Penitentiary, P.O.Box 97, McAlester, 74501 Ouachita Vocational Training Center, Hodgens, 74939 OREGON Oregon State Penitentiary, 2605 State Street, Salem, 97310 Oregon State Correctional Institution, Box 568, Salem, 97310 Oregon Women’s Correctional Center, 2605 State Street, Salem, 97310 PENNSYLVANIA State Correctional Institution and Correctional Diagnostic and Classification Center, Huntingdon,16652 9 2

PENNSYLVANIA (cont'd) State Correctional Institution and Correctional Diagnostic and Classification Center, Dallas, 18612 State Correctional Institution, P.O.Box 180, Muncy, 17 7 % State Correctional Institution and Correctional Diagnostic and Classification Center, P.O.Box 244 Graterford, 19426 State Correctional Institution at Rockview, R.D. No. 3j Beliefonte, 16823 State Correctional Institution and Correctional Diagnostic and Classification Center, P.O.Box 9901, Pittsburg, 13233 Regional Correctional Facility, Box 10, RD No, 2 Greensburg, 15601 RHODE ISLAND Maxir.am Custody Facility, P.O.Box 114, Howard, 02834

Medium-Minimum Facility, P.O.Box 67, Howard, 02834 SOUTH CAROLINA Central Correctional Institution, 1513 Gist Street, P.O.Box 11159, Columbia, 29211 Givens Youth Correctional Center, P.O.Drawer 277, Simpsonville, 29681 Goodman Correctional Institution, 4556 Broad River Road, Columbia, 29210 Harbison Correctional Institution for Women, R #1, Box 6—A , Irmo, 29063 Mac Do.ugall Youth Correctional Center, R.#l, Box 1?8 Ridgeville, 29472 Manning Correctional Institution, P.O.Box 3173 Columbia, 29203 93

SOUTH CAROLINA (cont’d) Maximum Detention Retraining Center, 1515 Gist Street, P.O.Box 11159, Columbia, 29211 Wateree River Correctional Institution, Box 12, Boykin, 29019 SOUTH DAKOTA South Dakota Penitenitary, Box 911, Sioux Palls, 57101 TENNESSEE Tennessee State Penitentiary, Centennial Blvd, Nashville, 37209 Tennessee Prison for Women, Stewart’s Lane, Nashville, 37218 Fort Pillow State Farm, Fort Pillow, 33032 Brushy Mountain Penitentiary, Petros, 37843 Turney Center for Youthful Offenders, Only, 37141 TEXAS

Huntsville .Unit, Box 32, Huntsville, 77340 Diagnostic Unit, Box 100, Huntsville, 77340 Central Unit, Sugar Land, 77478 Clemens Unit, Brazoria, 77422 Darrington Unit, Rosharon, 77583 Eastham Unit, Weldon, 75863 Ferguson Unit, R.#2, Box 20, Midway, 75852 Goree Unit, (Women’s Prison), Box 3 8 , Huntsville, 77340 Jester Unit, (Pre-Release Center,) Richmond, 77469 Ramsey Unit, Rosharon, 77583 Retrieve Unit, Angleton, 77515 94

TEXAS (cont’d) Wynne Unit and Treatment Center, R#l, Box 1, Huntsville, 77340 Ellis Unit, R#3, Huntsville, 77340 Coffield Unit, Tennessee Colony, 73861

UTAH Utah. State Prison, Box 250, Draper, 84020 VERMONT Vermont State Prison and House of Correction for Men, 65 State Street, Windsor, 05089 St. Albans Correctional Facility, P.O.Box B, St. Albans, 05478 VIRGINIA State Industrial Farm for Women* Goochland, 23063 State Farm and State Farm for Defective Misdemean­ ants, State Farm, 23160 Southampton Correctional Farm, Capron, 23829 Bland Correctional Farm, R.#2, Bland, 24315 Virginia Penitentiary, 500 Spring Street, Richmond, 23219 Bureau of Correctional Field Units, 507 S. Belvidere Street, Richmond, 23220

WASHINGTON Washington State Reformatory, P.O.Box 777, Monroe, 98272 Washington State Penitentiary, P.O.Box 520, Walla Walla, 99362 Washington Corrections Center, P.O.Box 900, Shelton, 98584 Purdy Treatment Center for Women, P.O.Box 17, Gig Harbor, 98335 95

WEST VIRGINIA West Virginia Medium Security Prison, Huttonsville, 26275

West Virginia State Prison for Women, Pence Springs, 24962 West Virginia Penitentiary, Moundsville, 26041 WISCONSIN Wisconsin State Prison, Box C, Waupum, 53963 Wisconsin State Reformatory, Box WR, Green Bay, 54305 Wisconsin Correctional Institution, Box 147> Fox Lake, 53933 Wisconsin Home for Women, Box 33» Taycheedah, 53090 WYOMING Wyoming State Penitentiary, Box 400, Rawlin, 82301

DEPARTMENT OF JUSTICE United States Penitentiary, Atlanta, Georgia, 30315 United States Penitentiary, Leavenworth, Kansas, 66048 United States Penitentiary, Lewisburg, Pennsylvania, 17837 United States Penitentiary, McNeil Island, Washington, 98388 United States Penitentiary, Terre Haute, Indiana, 47808 United States Penitentiary, Marion, Illinois, 62959 Federal Reformatory for Women, Alderson, West Virginia, 24910 Federal Reformatory, El Reno, Oklahoma, 73036 Federal Reformatory, Petersburg, Virginia, 23804 Federal Youth Center, Ashland, Kentucky, 41101 Federal Correctional Institution, Danbury, Connecticut 06813 96

DEPARTMENT OF JUSTICE (cont’d) Federal Correctional Institution, La Tuna, Texas, 88021 Federal Correctional Institution, Milan, Michigan, 48160 Federal Correctional Institution, Sandstone, Minnesota, 55072 Federal Correctional Institution, Seagoville, Texas, 75159 Federal Correctional Institution, Tallahassee, Florida, 32504 Federal Correctional Institution, Terminal Island, Los Angeles, California, 90731 Federal Correctional Institution, Texarkana, Texas, 75502 Federal Correctional Institution, Lompoc, California 93436 Federal Prison Camp, Montomery, Alabama, 36112 Federal Prison Camp, Safford, Arizona, 85546 Federal Prison Camp, Elgin Air Force Base, Florida, 32542 Federal Detention Hqd., 427 West Street, New York, New York, 10014 Medical Center for Federal Prisoners, Springfield, 24issouri, 65^02. Federal Community Treatment Center, Veterans Administration Regional Office, 2nd Floor, 2320 La Branch St., Huston, Texas, 77004 Federal Community Treatment Center Complex, 56O S. St. Louis Street, Los Angeles, California, 90033 APPENDIX

E

PROGRAMS AND NUMBER OF INSTITUTIONS OFFERING EACH PROGRAM

97 98 PROGRAMS AND NUMBER OF INSTITUTIONS OFFERING EACH PROGRAM

Program Number of Name Programs Offered Acetylene Welder 2 Air Conditioning, Refrigeration and Appliance Repair 11 Air Conditioning and Refrigeration 22 Aircraft Mechanics 1 Air Frame Mechanics 1 Arc Welding 7 Arc and Acetylene Welding (combination) 70 Architectural and Mechanical Drafting 23 Architectural Drafting 10 Audio-Visual Repair 1

Auto Body Repair 34- Auto Mechanic 78 Auto Mechanic, Radiator Service 1 Auto Mechanic, Transmissions 3 Auto Mechanic, Wheel Alignment 2 Baking 7 Baking and Cooking 27 Barbering 29 Bookbinding 1 PROGRAM NUMBER OF NAME PROGRAMS OFFERED

Cabinet Making 7 Cabinet Making and Carpentry 13 Carpentry 31 Carpet Laying 1 Clerical and Typing 12 Commercial Art 1 Computer Programming 8 Computer Programming and Key Punch Operator k Cooking 1

Cosmetology lk Custodian, Janitor 11 Dairy Farming Occupations 2

Dental Techni cian 5 Diesel and Heavy Equipment Mechanic 2 Distributive Education 2

Dry Cleaning 7 Dry Cleaning and Laundry 1

Electrician 13 Farm Machinery Mechanic 6 Foundry '2 Furniture, Refinishing and Repair 2 Heating 2

Heavy Equipment Operator 5 PROGRAM NUMBER OF NAME PROGRAMS OFFERED Home Economics 2 Sortiealtore, Nurseryman 12 Key Punch Operator 8

Landscaping 3 Laundry k Machine Operator 2

Machine Shop 39 Maid and Houseman (hotel, rest home, hospital, etc.) 3 Maintenance Mechanic 1

Masonry 38

Meat Cutting 17 Mechanical Drafting 6 Medical Laboratory Assistant 2 Motor Rewinding and Repair 2 Motion Picture Projectionist 2 Nurse Aid 8 Operating Room Technician 2 Optical Lens Grinding 1 Painting 10 Plumbing 12

Printing, Letterpress 3 Printing, Letterpress and Offset 7 Printing, Offset 10 101

PROGRAM NUMBER OF NAME______PROGRAMS OFFERED Psychiatric Aid 1 Radio and 3?. V. Repair " 38 Recreation Aid 1 Service Station Attendant 11 Sewing Machine Repair 2 Sewing Machine Operatorand Repair 1

Sheet Metal 14- Shoe Repair 10

Sign Painting 2 Silk Screen 4- Small Appliance Repair 2 Small Engine Mechanic 22 Soldering 1 Spray Painting 1 Stationary Engineer 3 Surveying 1 Tailoring and Sewing 10 Tire Recapping 1 Typewriter and Business Machine Repair 12

Upholstering 18 Water and Waste Water Treatment 2 102

PROGEM NUMBER OF NAMN . PROGRAMS OFFERED

Weaving, Textile Training 1 X-Ray Technician 2 Conglomerate - several programs listed together (15 programs were 15 combined into 5 responses) MDTA State Wide Jail Project 2 APPENDIX

F

COPYRIGHT DATES (Oi-jj 10? I

COPYRIGHT DATES

Number of programs Number of programs Year using this date Year using this date

1972 3 1938 7

1971 27 1937 6 1970 33 1936 7 1969 78 1953 2 1968 39 1954 3 1967 71 1953 1 1966 23 1952 3

1965 k3 1931 k l9Sk Ik 1950 3 1963 lk 1948 1 1962 10 1947 1 1961 6 19k5 1 I960 21 19^2 1

1939 5 Titles listed "but no copyright date* 125 International Correspondent School materials 2

Total Response 59k I\To Response______26l______*This one hundred twenty-five included titles of hooks plus statements indicating the materials were "teacher made’-1* current manufactures manuals, maintenance and repair manuals for specific equipment, and military training materials. APPENDIX

G

PRESENT AED MAXIMUM ENROLLMENT FOR EACH PROGRAM

108 109

PRESENT AND MAXIMUM ENROLLMENT FOR EACH PROGRAM

Present Maximum Program Enrollment Enrollment

Acetylene Welding 30 36 Air Conditioning, Refrigeration, and Appliance Repair 144 151 Air Conditioning and Refrigeration 332 398 Aircraft Mechanics 12 16

Air Frame Mechanics 13 25 Arc Welding 170 183 Arc and Acetylene Yielding (combination) 1332 1456 Architectural and Mechanical Drafting 266 371 Architectural Drafting 111 146 Audio-Visual Repair 16 16

Auto Body Repair 468 499

Auto Mechanic 1226 1483 Auto Mechanic, Radiator Service 13 16 Auto Mechanic, Transmissions 34 42 Auto Mechanic, Wheel Alignment 20 28 Balding 100 78

Baking and Cooking 415 436 Barbering 416 450

Bookbinding 29 Cabinet Making 110 70 110

•rj Present Maximum .program______Enrollment Enrollment

Cabinet Making and Carpentry 214 428 Carpentry 440 500 Carpet Laying 20 20 Clerical and Typing 176 175 Commercial Art 42 40 Computer Programming 130 158 Computer Programming and Key Punch Operator 89 95 Cooking 12 Cosmetology 165 187 Custodian, Janitor 154 184 Diary Farming Occupations 25 32

Dental Technician 55 65 Diesel and Heavy Equipment 40 40

Distributive Education 35 35 Dry Cleaning 106 84 Dry Cleaning and Laundry 59 60

Electrician 173 183 Farm Machinery Mechanic 90 106 Foundry 18 55 Furniture, Refinishing and Repair 23 31 Heating 31 41 Heavy Equipment Operator 84 94 Home Economics 73 80

Horticulture, Nurseryman 233 268 Present Maximum Program Enrollment Enrollment

Key Punch. Operator 112 89 Landscaping 35 35 Laundry 100 126

Machine Operator 22 27

Machine Shop 602 734 Maid and Houseman (Hotel, rest home, hospital, etc.) 38 49 Maintenance Mechanic 7 25 Masonry 655 787 Meat Cutting 175 210 Mechanical Drafting 128 128 Medical Laboratory Assistant 16 22

Motor Rewinding and Repair 31 35

Motion Picture Projectionist 4 4 Kurse Aid 73 98 Operating Room Technician 13 16 Optical Lens Grinding 30 30

Painting 157 181 Plumbing 115 178 Printing, Letterpress 46 55

Printing, Letterpress and Offset 134 158 Printing, Offset 124 142

Psychiatric Aid 15 Radio and TV Repair 524 678

Recreation Aid • 15 112

Present Maximum Program______Enrollment Enrollment

Service Station Attendant 153 l8l Sewing Machine Repair 35 20 Sewing Machine Operator and Repair 20 20

Sheet Metal 147 208 Shoe Repair 145 169 Sign Painting 9 14 Silk Screen 70 47 Small Appliance Repair 13 8 Small Engine Mechanic 239 323 Soldering 10 12 Spray Painting 11 12 Stationary Engineer 17 34

Surveying 9 15 Tailoring and Sewing 203 228 Tire Recapping 8 10 Typewriter and Business Machine Repair 116 182 Upholstering 279 330 Water and Waste Water Treatment 15 25 Weaving Textile Training 10 20 X-Ray Technician 22 22 Conglomerate-several programs listed together 399 415 MDTA State Wide Jail Project 62 96

TOTAL 12,868 15s 098 APPENDIX

H

LENGTH OP PROGRAMS, IN WEEKS

113 114

LENGTH OF PROGRAMS, IN WEEKS

Length of Number of Length of Number of Programs Programs Programs Programs in Weeks in Weeks 2 1 28 2

3 1 29 23 4 1 30 7 7 1 31 1 8 5 32 14 9 1 33 2 10 9 34 2 12 29 35 3 13 9 36 40

14 6 38 3 15 2 40 30 16 26 41 1

17 13 42 7 18 15 44 15 19 1 ■46 2 20 29 48 26 21 5 49 4 22 5 50 18

24 61 52 93 25 7 54 1 26 71 56 1 27 3 •57 1 115

Length of Length of Programs Number of Wumber of Programs Programs in Weeks in Weeks Programs

58 1 106 1

60 7 107 1

63 2 108 2 64 4 114 6 66 5 115 1 70 1 116 2

72 3 120 1 74 1 123 1 75 1 125 1 76 2 130 1

78 5 133 1 80 1 137 1

86 2 144 1 88 8 180 1 90 1 200 2

92 1 208 4 93 1 210 l 94 1 260 2 96 1 266 1

100 4 Open-ended 54

104 ______23 „ Wo Response 96 APPENDIX

I

SQUARE FOOTAGE, RANGE AND

AVERAGE FOR EACH PROGRAM

116 117

SQUARE FOOTAGE, RANGE AND AVERAGE FOR EACH PROGRAM

Number of Range of Average Program Programs Square per Responded Footage Program Low High

Acetylene Welding 2 1100 6000 3350 Air Conditioning, Refrigeration, and Appliance Repair 8 820 3000 1899 Air Conditioning and Refrigeration 20 200 6000 1933 Aircraft Mechanics 1 12000 12000 Air Frame Mechanics 1 7000 7000

Arc Welding 7 500 5000 2072 Arc and Acetylene Welding(combination)67 80 20000 2366 Architectural and Mechanical Drafting 22 81 2400 808 Architectural Drafting 8 200 1280 826 Audio-Visual Repair 0

Auto Body Repair 29 600 6000 3046 Auto Mechanic 74 100 21000 3324 Auto Mechanic, Radiator Service 0 A.uto Mechanic, Transmissions 3 1600 5440 3347 Auto Mechanic, Wheel Alignment 2 2000 3000 2500

Baking 6 320 9000 2977 118

Number of Range of Average Programs Square per Program Responded Footage Program Low_____ High

Baking and Cooking 21 250 12000 27 35 Barbering 27 200 7800 1687

Bookbinding 0 Cabinet Making 6 800 48OO 3091 Cabinet Making and Carpentry 11 2400 20000 5871 Carpentry 27 100 6000 2243 Carpet Laying 1 900 900

Clerical and Typing 9 384 2400 825 Commerical Art 1 3000 3000 Computer Programming 7 400 2400 1007 Computer Programming and Key Punch Operator 4 700 2500 1188 Cooking 0 Cosmetology 13 710 3000 1216 Custodian, Janitor 6 600 4800 1421 Dairy Farming Occupations 1 3000 3000 Dental Technician 3 300 3000 16 70 Diesel and Heavy Equipment 2 2500 3600 3030 Distributive Education 0 Dry Cleaning 6 1100 30 00 2168 Dry Cleaning and Laundry 1 2800 2800 119

Number of Range of Average Programs Square per Responded Footage Program ______Low_____ High______

Electrician 12 300 6000 1729 Farm Machinery Mechanic 5 1328 5000 2331 Foundry 2 3000 7500 5250 Furniture, Refinish­ ing, and Repair 2 2464 5400 3932 Heating 2 120 I960 1040 Heavy Equipment Operator 2 223 2400 1313 Home Economics 2 400 1392 895 Horticulture, Nurseryman 8 1500 24000 7300

Key Punch Operator 7 390 3000 1011 Landscaping 1 3000 3000

Laundry 2 3000 14730 9875 Machine Operator 2 1200 7200 4200 Machine Shop 36 1200 36000 4342 Maid and Houseman (Hotel, rest home, hospital, etc. ) 3 230 1488 779 Maintenance Mechanic 0

Masonry 33 180 10000 2139 Meat Cutting 13 300 5000 2048 Mechanical Drafting 6 600 3000 1278 Medical Laboratory Assistant 2 400 3800 2100 120

Number of Range of Average Programs Square per Program Responded Footage Program Low Motor Rewinding and Repair 2 600 2173 1388 Motion Picture Projectionist 2 200 280 240

Nurse Air 5 60 750 447 Operating Room Technician 1 243 243 Optical Lens Grinding 1 2700 27 00

Painting 8 430 40000 7294 Plumbing 10 240 7200 2132

Printing, Letterpress 3 1440 4096 3179 Printing, Letterpress and Offset 7 80 64OO 2658 Printing, Offset 9 9 00 4399 2736 Psychiatric Aid 0

Radio and TV Repair 34 80 - 3000 1477 Recreation Aid 0 Service Station Attendant 10 600 8000 2893 Sewing Machine Repair 2 1200 3000 2100 Sewing Machine Operator and Repair 1 900 900

Sheet Metal 13 200 7300 2828 Shoe Repair 9 750 4000 2414 Sign Painting 2 200 400 300 121

Number of Range of Average Programs Square per Program Responded Footage Program Lo w High

Silk Screen 4 500 15000 4938 Small Appliance Repair 1 500 500 Small Engine Mechanic 20 286 2646 1240 Soldering 1 1000 1000 Spray Painting 1 400 400 Stationary Engineer 1 800 800 Surveying 1 800 800 Tailoring and Sewing 9 972 10000 3932 Tire Recapping 1 6400 6400 Typewriter and Business Machine Repair 11 100 4000 1161

Upholstering 14 900 5000 2780 Water and Waste Y/ater Treatment 2 600 2100 1350

Weaving, Textile Training 1 3000 3000

X-Ray Technician 2 2000 2870 2435 BIBLIOGRAPHY

Ahman, J. Stanley and Glock, Marvin D., Evaluation Pupil Growth, Boston, Allyn and Bacon, IncTJ 19^9. American Correctional Association, Directory, Correctional Institutions and Agencies, College Park, Maryland: The American Correctional Association, 1971. ______. Manual of Correctional Standards. College Park, Maryland: The American Correctional Association, ISSk. Cull, John E. and Hardy, Richard E. Vocational Rehabili­ tation: Profession and Process, Springfield, Illinois,

Downey, N. M., and Heath, R. 17. Basic Statistical Methods. 3rd ed. New York: Harper and Row, Publishers, 1970. Doyles, Gary, "The Educational and Vocational Asperations of Prisoners: Center for Research in Vocation:-1 and Technical Education, North Dakota University, 1967. Evaluative Planning Research Pro.ject in Vocational Education For The Ohio Division of Correction Institu­ tions, Dr. May J. Lerner, D. Ray Purkey Co-chairman, Columbus, Ohio Department of Correction and Rehabilitation. 1972. Glaser, Daniel. The Effectiveness of a Prison and Parole System, New York: The Bobbs Merrill Co., Inc., 1967. Howard, James A. "Treatment Facilities Existing in U. S. Penal Institutions" American Journal of Correction, March-April 1963» pp. 1&-23. Hudson, John B. An Evaluation of the Training Provided in Correctional Institutions Under the Manpower Develop­ ment and Training Act, Section 231, Vol. 1 : Perspec­ tives on Offender Rehabilitation. Washington D. C. : U.S. Department of Labor, Government Printing Office, 1971.

122 McDonnell, John C. An Evaluation of the Training Provided in Correctional Institutions under the Manpower Development and Training Act, Section 251, Vol. 5- Impact of the Training Programs on Trainees. Washington D. C. : U, S. Department of Labor, Government Printing Office, 1971- ______. Profiles of Inmate Training Projects. An Evaluation of the Training Provided in Correctional Institutions under the Manpower Development and Training Act. Secti on 2Blr Washington TA C, TTr Sr Department of Labor, Government Printing Office, 1971. Marshall, Patricia, "Pathfinding Behind Bars” Manpower, January 1971. PP- 20-25. Nichols, Jack D. A Study of Arkansas Prison Inmates Concerning Occupational Training. Unpublished Dissertation, Arkansas Research Coordination Unit for Occupational Education. 1967. Pownall, George A. "Employment Problems of Released Prisoners" Manpower, January, 1971* pp. 26-31. The President’s Commission on Law Enforcement and Administration of Justice, Task Force Report: Corrections, Washington D. HI : Government Printing Office, 1967. The President’s Task Force on Prisoner Rehabilitation, The Criminal Offender-ffhat Should Be Done? Washington D. C~. : Government Printing Office, 1970. Roberts, Albert R., Sourcebook on Prison Education. Springfield, Illinois: Charles C. Thomas, Publishers, 1971. Roberts, Roy W., Vocational and Practical Arts Education. Third Edition New York, Harper and Row, Publishers 1971. Ryan, T. Antoinette, Program Director, Collection of Papers Prepared for 1970 National Seminars, Adult Basic Education in Corrections, University of Hawaii, 1970. Torrence, John T. comp. Directory, Vocational Training Offered by State and Federal Correctional Institutions U. S. Penitentiary, Leavenworth, Kansas, 19o6. 12Zf

______. "Relationship Between Training Programs Being Offered in State and Federal Penal Institutions and The Unfilled Joh Openings in the Major Occupations in the United States" Unpublished Thesis, Kansas State College of Pittsburg, 1967. Division of Vocational Education, Facilities and Equipment for Trade and Industrial Education Programs, Columbus, The Ohio State Department of Education, 1970. U.S. Department of Labor. Dictionary of Occupational Titles, Vol. 1: Definitions of Titles, 3rd ed. Government Printing Office, 1965. U.S. Department of Labor. Dictionary of Occupational Titles, Vol. II; Occupational Classification and Industry Index, 3rd ed. Washington D. C. : Government Printing Office, 1963. U. S. Department of Labor, Manpower Development and Training in Correctional Programs, No. 3. Washington D.6.: Government Printing Office. 1968. U.S. Department of Labor. Manpower Report of the President, Washington D. C. : Government Printing Office, 1969. U.S. Department of Labor. Manpower Re-port of the President, Washington, D. C.: Government Printing Office, 1971. U.S. Department of Labor, MDTA Experimental and Demonstra­ tion Findings Mo. 6 The Draper Project. Washington D. C.

Van Dalen, DLebold B., and Meyer, William J., Understanding Educational Research. New York: McGraw-Hill Book Company, 1966. 125

ARTICLES

"Drive to Halt Prison Violence" U. S. Hews and World Report, December 27, 1971- pp. 37-39. "The Road Black" Manpower, June 1969, pp. 15-18. Roberts, Albert R., "Developmental Perspective of Correc- ional Education” American Journal of Correction. ______. "Vocational Highlights of Three Correctional Education Programs" The Journal of Correctional Education. Winter 1970. pp. 3^-38. "Placing Parolees" Manpower, September 1971, pp. 25-27.