After nearly 30 years, Pell Grants return to incarcerated people. Here’s what it means for Illinois
Pell Grants return to incarcerated people. Here’s what that means in Illinois. Chalkbeat Chicago
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Sustainable Development Goals (SDGs)
The following article discusses the importance of providing higher education opportunities to incarcerated individuals and highlights the recent restoration of Pell Grants for prisoners in the United States. The article emphasizes the need for structural change within the criminal justice system and addresses the barriers that incarcerated individuals face in accessing education. It also highlights the transformative impact that education can have on individuals, their communities, and society as a whole. The article features personal stories of individuals who have benefited from educational programs while in prison and their aspirations for the future.
Introduction
Jason Marks, a former inmate, reflects on his experiences in prison and his desire to break the cycle of incarceration. He describes how he felt like a hamster running in a wheel, disconnected from the world. Marks shares his journey of discovering a program that offers a bachelor’s degree while in prison, which provided him with hope and a sense of purpose.
Limited Access to Higher Education in Prison
The article explains that access to higher education is limited in prison due to federal policies that cut off incarcerated individuals from receiving Pell Grants. It highlights the decline in higher education programs in prisons since the implementation of these policies. However, it also mentions the recent restoration of Pell Grants for incarcerated individuals, which is expected to benefit over 760,000 people across the nation.
Eligibility and Availability of Programs
The eligibility for Pell Grants depends on whether an incarcerated person is in a prison with a federally-approved program. The article states that it is difficult to determine the number of incarcerated students in Illinois who will receive Pell Grants this year. It also mentions that while some Illinois prisons currently offer non-vocational higher education, the availability of program spots and systemic educational issues may prevent many individuals from enrolling.
Impact of Pell Grants on Existing Programs
The article discusses the impact of Pell Grant funding on existing college programs in Illinois prisons. It mentions the Augustana Prison Education Program, which has benefited from Pell Grant funds but relies heavily on grants and private donors to support incarcerated students. The article highlights the need for additional funding and incentives to expand educational programs in prisons.
Barriers to College Access and the Need for Structural Change
The article acknowledges that Pell Grants can help with funding but emphasizes that they alone cannot eliminate all barriers to college access for incarcerated individuals. It suggests that broader structural changes are necessary, addressing issues such as underfunded schools, poverty, lack of healthcare, and structural racism. The article quotes a criminology professor who emphasizes the importance of addressing these root issues in order to create meaningful change within the criminal justice system.
Personal Stories of Transformation
The article features personal stories of individuals who have participated in higher education programs while incarcerated. It highlights their journeys of personal growth, resilience, and the impact that education has had on their lives. The article emphasizes the importance of providing hope, support, and opportunities for individuals to rebuild their lives after incarceration.
Creating a Path Forward
The article shares the stories of individuals who have been released from prison and are now pursuing new paths in life. It highlights their aspirations to make a positive impact on their communities and address systemic issues within the criminal justice system. The article emphasizes the need for programs and support for youth who are at risk of entering the criminal justice system.
The Transformative Power of Education
The article discusses the transformative power of education in changing perspectives and creating opportunities for individuals. It emphasizes that education programs in prison not only provide academic knowledge but also help individuals rethink their environment and worldview. The article emphasizes the importance of addressing systemic issues and creating a more equitable and just society.
Conclusion
The article concludes by highlighting the personal experiences of individuals who have benefited from higher education programs in prison. It emphasizes the need for continued support and resources to expand educational opportunities for incarcerated individuals. The article emphasizes the importance of breaking the cycle of incarceration and creating a path forward for individuals to rebuild their lives and contribute positively to society.
SDGs, Targets, and Indicators
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SDG 4: Quality Education
- Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
- Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.
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SDG 10: Reduced Inequalities
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.
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SDG 16: Peace, Justice, and Strong Institutions
- Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.
- Indicator 16.3.1: Proportion of victims of violence in the previous 12 months who reported their victimization to competent authorities or other officially recognized mechanisms.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university. | Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months. |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities. |
| SDG 16: Peace, Justice, and Strong Institutions | Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all. | Indicator 16.3.1: Proportion of victims of violence in the previous 12 months who reported their victimization to competent authorities or other officially recognized mechanisms. |
Analysis
The issues highlighted in the article are connected to multiple Sustainable Development Goals (SDGs). The main SDGs addressed are:
SDG 4: Quality Education
The article discusses the limited access to higher education in prison and the positive impact of education programs on incarcerated individuals. Target 4.3 of SDG 4, which aims to ensure equal access to affordable and quality tertiary education, is relevant to the article’s content. The indicator 4.3.1, which measures the participation rate of youth and adults in formal and non-formal education and training, can be used to measure progress towards this target.
SDG 10: Reduced Inequalities
The article highlights the disparities and inequalities faced by incarcerated individuals, particularly people of color. SDG 10 focuses on reducing inequalities, and target 10.2 specifically aims to promote social, economic, and political inclusion for all individuals, regardless of their status. The indicator 10.2.1, which measures the proportion of people living below 50 percent of median income, can be used to measure progress towards this target.
SDG 16: Peace, Justice, and Strong Institutions
The article discusses the need for systemic change in the criminal justice system and the importance of equal access to justice for all individuals. SDG 16 focuses on peace, justice, and strong institutions, and target 16.3 aims to promote the rule of law and ensure equal access to justice. The indicator 16.3.1, which measures the proportion of victims of violence who reported their victimization to competent authorities, can be used to measure progress towards this target.
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Source: chicago.chalkbeat.org
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