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Mapping the Landscape of Higher Education in New York State Prisons

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Mapping the Landscape of Higher Education in New York State Prisons Mapping the Landscape of Higher Education in New York State Prisons February 2019 ©2019 Prisoner Reentry Institute John Jay College of Criminal Justice City University of New York, 524 West 59th Street, Suite 609B, New York, NY 10019 The Prisoner Reentry Institute (PRI) is a center of research and action at the John Jay College of Criminal Justice/CUNY. PRI is committed to providing opportunities for people to live successfully in the community after involvement with the justice system. Capitalizing on its position within a large public university and recognizing the transformational power of education, PRI focuses much of its work on increasing access to higher education and career pathways for people with conviction histories. PRI’s comprehensive and strategic approach includes direct service, research, technical assistance, and policy advocacy. Ann Jacobs: Director, Prisoner Reentry Institute Matt Bond: Communications Coordinator, Prisoner Reentry Institute FEBRUARY 2019 FEBRUARY 2019 Mapping the Landscape of Higher Education in New York State Prisons February 2019 Table of Contents Preface ...............................................................................................................................................iv Acknowledgements .................................................................................................................vi Executive Summary ................................................................................................................vii I. Introduction .......................................................................................................................... 1 Purpose of the Report ................................................................................................................. 2 A Note on Method........................................................................................................................ 2 Why It Matters ............................................................................................................................. 4 Mapping the Landscape ............................................................................................................. 9 II. Fundamentals of Higher Education and Criminal Justice in New York State ...............................................................10 Higher Education in New York State ........................................................................................11 Colleges & Universities in New York .........................................................................................11 Criminal Justice System in New York State .............................................................................15 The Possible Synergy between Corrections and Higher Education .......................................21 III. Making the Improbable Possible: Partnerships between Higher Education & Corrections ...............................................24 College-in-Prison Programs in New York: Historical Context ...................................................24 The Current Landscape of Higher Education in New York Prisons ........................................26 Conclusion .................................................................................................................................40 IV. Insights from Key Stakeholders: Incarcerated Students, College Program Staff and Correctional Staff .................................... 41 Findings from Student Surveys ................................................................................................ 41 Insights from Interviews: Staff and Administrators of the College-in-Prison Providers and DOCCS .............................................................................48 Site Observations ...................................................................................................................... 51 Conclusion .................................................................................................................................54 V. Opportunities for Advancing Higher Education in Prison .......55 Opportunities for DOCCS ..........................................................................................................55 Opportunities for Colleges ........................................................................................................57 Shared Opportunities for DOCCS and Colleges .......................................................................58 Opportunities for Policymakers ................................................................................................59 Conclusion .................................................................................................................................60 Citations .........................................................................................................................................61 Appendices ..................................................................................................................................66 I. College-in-Prison Program Descriptions ...............................................................................66 II. Blank Student Survey............................................................................................................96 III. Demographic Characteristics of Student Survey Respondents ......................................101 Preface It has been our privilege to have the opportunity to conduct this research. In doing so, we developed an even greater appreciation for the college-in-prison programs in New York State and for the initiative, vision, passion, and commitment of the many people responsible for the creation and operation of these programs. We also came to believe that New York is at a crossroads, and that effectively harnessing the growing interest and support for col- lege-in-prison programs will require a deliberate planning process to create a more comprehensive, integrated, and sustainable system. As detailed in this report, New York has an amazing portfolio of college programs that were developed after the elimination of Pell and TAP (Tuition Assistance Program) eligibility for incarcerated students. Both the Department of Corrections & Community Supervision (DOCCS) and the higher education community stepped up to mitigate the loss of so many programs. The result is an eclectic mix of 15 different college programs involving over 30 institutions of higher learning that are providing college programs in 25 prisons, or roughly half of the state’s correctional facilities. Of the participating colleges, roughly two-thirds are private institutions and one-third belong to the public univer- sity systems of SUNY and CUNY. All of the college programs detailed in the report grant credits for the courses they provide in prisons, although there are other colleges providing non-credit-bearing courses in some prisons as well. Some programs enable people to earn degrees while incarcerated, while others have a reentry focus and are designed to have people begin college in prison and complete their degree in the community. Most programs are clustered around the city and only a few reside in upstate prisons. Each college program has determined which courses and how many credits to offer, and is responsible for creating its own library, establishing a computer lab, providing academic advisement, and, in some cases, assisting students in reentry planning and enrollment after release. There are significant differences among programs in their academic offerings, the credits and degrees that a student can earn, and the resources that support the program. It is impressive that programs and correctional facilities have achieved so much in the years since Pell and TAP funding ended. Support for college-in-prison programs is strong and growing. The recent infusion of funding from the Criminal Justice Improvement Initiative of the District Attorney of New York (DANY) and Second Chance Pell pilot program has added badly needed resources to part of the system. There is also optimism that Washington may restore Pell eligibility for incarcerated students and that Albany might expand TAP eligibility to incarcerated students. We need a plan if we are to ensure that the growing support for college in prison results in a better system of col- lege in prison in New York State. Right now, the opportunity to participate in a college program depends largely on where an individual is incarcerated, whether the facility has a college program, whether that program has a slot, and whether the program aligns with the individual’s interests and academic goals. As a matter of equity, college should be available throughout the entire state prison system and incarcerated people should have access to reasonably similar course offerings and academic supports. College-in-prison programs in New York State are fully responsible for funding themselves and have relied upon philanthropic money and donated services to survive. This is a vulnerability. Foundations’ funding interests change over time. And programs initiated by individual faculty may lack the real institutional commitment that will sustain them. Program existence can therefore be tenuous and there is no assurance that the programs on which the state relies will continue from year to year. Importantly, the DANY Initiative focused on some systemic issues for the seven college programs it funds, including academic quality control, ensuring transferability of credits, and
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