Post-Secondary Correctional Education and Recidivism: A Meta-Analysis of Research Conducted 1990-1999

Journal of Correctional Education, Jun 2004 by Chappell, Cathryn A

Abstract

The relationship of post-secondary correctional education (PSCE) and recidivism has been widely studied with various, idiosyncratic results. A meta-analysis of ten years of existing studies was conducted to synthesize a portion of the past research. This study demonstrates, using relevant studies reported from 1990 - 1999, that there is a positive correlation ( .31) between PSCE and recidivism reduction. These results are statistically significant. Four subsets, or moderator analyses, were also positively related to recidivism reduction and statistically significant. These included (1) PSCE program completers versus completers and participants; (2) reincarceration only as the recidivism construct; (3) length of recidivism measure; and (4) studies using control groups to negate possible selection bias. It is hoped that this information will increase interest, justification, and funding of future PSCE programs.

Introduction

Many individual studies have been conducted with various and situation-specific results leaving PSCE's measurable efficacy subject to critique (Clarke B Harrison, 1992; Gerber & Fritsch, 1995; Gregg, 1995; Jancic, 1998; Jenkins, Steurer & Pendery, 1995; Ryan & Mauldin, 1994; Tracy, 1995; Windham School System, 1994). Recent and future changes in federal and state funding of PSCE make it imperative that the effects be documented in a more comprehensive and conclusive manner.

This study was conducted to gather evidence as to whether or not higher education in prison is related to recidivism rates. Meta-analysis was used to synthesize research results from much of the available data on Post-Secondary Correctional Education's (PSCE) relationship to recidivism. The individual studies used were published or reported between the years 1990 and 1999 and selected using the criteria explained in the Methods section. By conducting a metaanalysis of a substantial portion of recent research, specific issues such as design flaws, unique variables and small sample sizes, were reduced or negated. In this way, the best of the available data were compiled (Cooper, 1989; Rosenthal, 1991).

In an effort to measure change, the specific meta-analysis procedure used goes beyond the indication of significance/non-significance of an individual study and coalesces the relationships of many studies. This research adds to the knowledge base by clarifying and organizing the research that has been done, and delineating the areas where subsequent research will be most informative (Olkin, 1990).

Meta-analysis is particularly valuable for policy-oriented research, that which holds social, institutional and organizational impact as its premise. Combining results from a number of experiments has a long history in the hard sciences, and due to the problems providing definitive conclusions from single social or behavioral studies, a synthesis of multiple studies is often necessary. Meta-analysis applies quantitative methods in combining results from different analytic studies. Although not a statistical method per se, it is oriented toward research synthesis that uses many techniques of measurement and data analysis (Wachter & Straf, 1990). In simpler terms, it can provide the comprehensive numerical data so desired in policy formulation. It is assumed that this research will inform politicians, corrections administrators and educators as to the relevance of PSCE and, hopefully, have a beneficial influence on those leaders tasked with allocating funds and providing widespread opportunities for Post-secondary Correctional Education.

Review of the Literature

In a study of correctional education program completers released in 1990-1991, Jenkins, Steurer and Pendry (1995) found that "the higher the level of educational attainment while incarcerated, the more likely the releasee was to have obtained employment upon release...The success of the college graduates is especially notable" (p. 21). Taylor's 1992 literature review of several decades, found much evidence of PSCE's effectiveness in substantially lowering recidivism rates for inmates. He states that higher education is particularly effective in this reduction as well as having beneficial effects on post-release employment, and institutional discipline, and that these programs were cost effective and provided a substantial return-on-investment for society. A recent study shows that inmates with at least two years of college have a 10% re-arrest rate, compared to a national re-arrest rate of approximately 60%. (Center on Crime, Communities, and Culture, 1997). Frolander-Ulf & Yates (2001) stated that "nearly all studies show that the more schooling an imprisoned person receives, the less likely he or she is to get in trouble upon release" (p. 2). Although this assertion makes logical sense, it is difficult to draw definite conclusions based upon specific studies or small-scale syntheses. The unfortunate reality is that each study is seen as idiosyncratic, typically not consisting of control groups, and is therefore deemed somewhat anecdotal.