United States Department of Education Update

Journal of Correctional Education, Mar 2007 by Linton, John, Gehring, Thom

One year ago the Department of Education hosted an invitational technical assistance training meeting for State adult correctional education programs titled "Making Data Work for You." There Department staff, the Department's contractors and representatives of partner States introduced resources intended to improve and standardize reporting in correctional education programs both within and across States. (Those resources are currently available at: "cedatanetwork.org.") As a key part of that training, States shared their efforts to utilize data to Improve programs, to achieve accountability, and to guide strategic planning. (The resources shared by the various State presenters are available at "cetac.org" by selecting the "correctional education" button on the left hand side of the front page.) DVD's of the presentations are almost complete and will be mailed very soon to the meeting participants - and upon request to others interested.

The consonance between this long-term correctional education initiative and similar ongoing work within the Office of Vocational and Adult Education, Division of Adult Education and Literacy became particularly apparent in February. Through a consistent focus on data quality, along with the development of systems of data consolidation and interpretation, and by the use of performance based (outcome based) decision-making, our Nation's federal adult education funding program recently became only the second Department of Education program to be rated "effective" through application of the Office of Management and Budget's Program Assessment Rating Tool (often called "PART"). (Visit the OMB web site titled "Expectmore.gov" and then search for "Adult Education.") The OMB web site states: "The program developed data quality standards, encouraged States to use common assessment tools, and improved the National Reporting System to collect comparable grantee performance data."

Similar to efforts In the federal government, many States have been making stronger commitments to systems of decision making with titles such as "performance based budgeting." In a competitive environment of limited resources, these systems drive critical resource allocation decisions - similar to the intended use of the Office of Management and Budget Program Assessment Rating Tool. While many educators have an instinctive and almost visceral reaction to reducing human services to a "numbers game," it becomes increasingly apparent that inmate students will not receive the benefit of expensive educational resources unless correctional education programs document results.

Presenters at last year's training illustrated that correctional education programs can demonstrate significant results. State presenters also illustrated that good data collection and analysis can and should Inform program improvement efforts in correctional education programs.

The Office of Correctional Education continues to work with partners and the field on related follow up data initiatives. One such effort consists of a guide currently under development on the utilization of post release data to evaluate Institutionally based education programs. If the mission of a correctional education program is to Increase the post release success of correctional students, then it Is not enough to evaluate that program only on the skill attainment and credentials earned In the Institution. Those outcomes are important and encouraging, but they do not directly measure the program's promised results. There are real challenges to getting and interpreting data reflecting such post release outcomes as post release employment, desisting from criminal activity, parenting success, and continued educational advancement. But If these outcomes are the reason these programs are established and supported, can measuring them be passed over because it is difficult? Fortunately, a few States have stepped up to this challenge and are generously sharing the benefit of their experience in this domain.

Another current project reflecting this "performance based management" theme is the development of a guide on the use of school report card systems In correctional education. "School report cards" visibly recognize the performance of schools - not of individual students. They help educators and other correctional education stakeholders see whether correctional schools are being successful In helping significant numbers of students achieve specified standards of performance. The school report card is a mechanism to benchmark and recognize school performance - critically important if we define our work as improving program effectiveness. Even if current performance is understood to be excellent, these systems can help provide an early warning should performance begin to slip. Again, a number of States have done important work in this area. Our contractors and staff here have largely been attempting to identify and share their work with others in the field. Questions continue to come in about the status of "the Second Chance Act." The bill failed in the 109th Congress, but reportedly came very close to passage. Recognizing that there is a significant time lag between when these words are written and when the Journal is distributed - perhaps the best suggestion is that readers visit "Thomas.gov" (a web site of the Library of Congress) for current information. The Thomas" home page includes a search engine under the heading "Legislation in the Current Congress." By entering the phrase "Second Chance Act," it should be possible to access both the Bill's text and status. (There may be slightly different bills under consideration in the House and Senate. As of this writing, the Bill has not been filed.) An active coalition has been working toward the introduction of a Bill with an extensive list of cosponsors. CEA is slated to host a Capitol Hill forum in March on reentry with an emphasis on education and employment. Other groups are sponsoring reentry forums focused on other areas such as mental health, housing and etc. Until the bill is filed, it is not known whether specific provisions are included such as reform of the Workplace and Community Transition Training for Incarcerated Youth Offenders Program.