Barbara (and all), 
To partially address the question of the efficacy of prison-based 
post-secondary programs: One study of vocational training programs (Saylor 
& Gaes, 1997) found a 33% greater survival rate among federal prisoners 
that participated in vocational training programs while incarcerated. This 
study enabled Federal Bureau of Prisons educators to find new funding 
sources for these programs after the elimination of Pell Grants in 1995. 
Here's the report:

 

Bill




Barbara Garner <b.garner4 at verizon.net> 
11/29/2006 07:58 AM
Please respond to
b.garner4 at verizon.net


To
William R Muth/FS/VCU <wrmuth at vcu.edu>, b.garner4 at verizon.net, "The 
Poverty, Race, Women and Literacy Discussion List" 
<povertyracewomen at nifl.gov>
cc

Subject
Re: Re: [PovertyRaceWomen 74] Re: economic impact of earning a GED while 
in      prison






Good point, Bill, I agree. The GED is a beginning, not an end point.

What is happening with post-secondary programs, pre- and/or post-release, 
these days? Are they seeing a lot of success?
Barb Garner


=====================
From: William R Muth/FS/VCU <wrmuth at vcu.edu>
Date: 2006/11/28 Tue PM 11:43:12 CST
To: b.garner4 at verizon.net, 
                 "The Poverty, Race, Women and Literacy Discussion List" 
<povertyracewomen at nifl.gov>
Subject: Re: [PovertyRaceWomen 74] Re: economic impact of earning a GED 
while            in              prison


As I understand John Tyler's study,the signalling effect of the GED tends 
to benefit those who are least educatedand minority. These achievers enjoy 
higher wage earnings (although stillprobably at poverty-level) for three 
years after release from prison. Isthat such a negative finding? Should we 
expect the GED to be the "magicbullet" that solves the myriad of issues 
facing individuals returningto society: addictions, 
homelessness/renegotiating relationships with family,dangerous 
associations from the past, etc.?  For me the take awaypoints from John's 
study are: (a) emphasizing quality foundational literacylearning prior to 
GED credentialing programs, and (b) then providing adequatepostsecondary 
programs (e.g., AA degrees in vocational/technology) to enablenewly 
released people to find meaningful, entry-level skilledwork. The GED is 
not the problem. It's just not a panacea either.
-Bill
  
  



Barbara Garner <b.garner4 at verizon.net>
Sent by: povertyracewomen-bounces at nifl.gov
11/28/2006 04:56 PMPlease respond to
b.garner4 at verizon.net; Please respond to
"The Poverty, Race,        Women and LiteracyDiscussion List" 
<povertyracewomen at nifl.gov>
ToDaphne Greenberg 
<ALCDGG at langate.gsu.edu>,PovertyRaceWomen at nifl.govccSubject[PovertyRaceWomen 
74] Re: economic impactof earning a GED while        in       prison




I remember this article well, because the findingsare so disheartening for 
educators. An extensive query about the methodologywas conducted, but it 
couldn't be faulted. 

I'm very interested in the "why"-- is the stigma of prison outweighingthe 
usually positive (albeit small) effects of the GED?

Do minorities show a slight earnings gain because they start with suchlow 
earnings?
Does anyone have any insights ?
Barb Garner
Editor, Focus on Basics
=====================
From: Daphne Greenberg <ALCDGG at langate.gsu.edu>
Date: 2006/11/28 Tue PM 01:55:10 CST
To: PovertyRaceWomen at nifl.gov
Subject: [PovertyRaceWomen 72] economic impact of earning a GED while in  
             prison

On the Focus on Basics list, Julie McKinney, the list moderator 
postedanother article which may be of interest to some of you:
What are the Economic Effects of Earning a GED in Prison?
http://www.ncsall.net/?id=822 
In case you don't feel like reading the whole article, the aspect thatI 
think is of interest to this listserv is that the study looked at 
thedifferences of the economic impact of earning a GED while in prison, 
betweenwhite and nonwhite ex-offenders: ?Among racial and ethnic minority 
offenders* primarily African Americans with a smaller number of Hispanics 
* we foundabout a 20 percent increase in the earnings among GED holders 
relativeto non-GED holders in the first post-release year. This effect 
declinedin the second year and by the third year it fell away to basically 
zero,?explains Tyler. ?We found that, for white offenders, there was no 
differencein the post-release earnings or employment for individuals who 
got a GEDversus those who did not.? 

Any thoughts/reactions?
Daphne


Daphne Greenberg
Assistant Professor
Educational Psych. & Special Ed.
Georgia State University
P.O. Box 3979
Atlanta, Georgia 30302-3979
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu

Daphne Greenberg
Associate Director
Center for the Study of Adult Literacy
Georgia State University
P.O. Box 3977
Atlanta, Georgia 30302-3977
phone: 404-651-0127
fax:404-651-4901
dgreenberg at gsu.edu

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