Oregon expands education programs for incarcerated adults, but gaps remain – Oregon Capital Chronicle

Graduation Ceremony at Coffee Creek Correctional Facility

WILSONVILLE – In many ways, it was like any other graduation ceremony. Several dozen graduates strode into a large room wearing robes and tasseled caps. “Pomp and Circumstance” played from a speaker. Dozens of friends, family members and teachers sat in the audience, clapping and cheering and flipping through the program to see an outline of the day’s festivities.

But it was also clear this ceremony in May was different than others in Oregon this spring. The 34 graduates were all incarcerated at Coffee Creek Correctional Facility in Wilsonville. They wore sneakers and blue and denim uniforms under their robes. Fellow prisoners and peer tutors attended the event in the same clothes, as their loved ones from outside factored in the time it would take to go through security before entering the minimum-side dining room and finding a seat.

The Importance of Education for Incarcerated Individuals

More than 2,570 adults in Oregon custody – 21% of all state prisoners – do not have a high school diploma or equivalent, according to May data from the Oregon Department of Corrections. That includes about 200 prisoners or 23% of the population at Coffee Creek.

Each of Oregon’s 12 prisons offers GED classes. But before the pandemic, only 700 prisoners statewide were enrolled in them, said Donna Lewelling with the Higher Education Coordinating Commission. It oversees these programs and provides technical assistance and professional development for the instructors. But when COVID hit, participation dropped to 370 students as facilities had to isolate prisoners, social distance, restrict visitors and more.

Though enrollment has since increased – up to about 600 now – officials don’t expect it to return to pre-pandemic levels. Prisoners from two facilities that closed due to budget cuts were moved, and the number of instructors decreased. There are also fewer prisoners due to then-Gov. Kate Brown’s commutations of thousands of sentences in 2022.

Officials hope to expand educational options and support for those in prison pursuing an education, but less than a quarter of Oregon prisoners who don’t have a high school diploma or equivalent are on track to earn one. State officials said funding is the biggest hurdle to addressing this gap, though they did not know how much would be needed to fill it.

The Impact of GED on Parolees and Communities

Earning a GED helps parolees, the prison system, and broader communities. About 95% of state prisoners nationwide are released, according to the U.S. Department of Justice. Research shows educated parolees are more likely to find employment, sustain stable housing, earn higher wages, and contribute to the economy. It also makes them less likely to recommit, and it makes conditions in prison safer, too.

Degrees also help build confidence, something officials emphasized during the ceremony.

“This is your time and your chance to celebrate,” Nichole Brown, superintendent of Coffee Creek, told the graduates. The facility, with nearly 870 women in custody, is Oregon’s only all-female, adult prison, and its May ceremony was the first in-person event of its kind in three years.

Overcoming Challenges and Achieving Success

For the women celebrating at Coffee Creek in May, many thought they’d never make it that far. Individuals spoke to the audience one by one about the challenges they’ve faced in earning an education and how they pushed through. Some grew up in foster care. Others were kicked out of middle or high school. Some overcame addiction, and others struggled with crippling self-doubt.

Lladira Beas, one of the students, shared her story. Beas had a difficult upbringing and faced numerous personal challenges. However, with the support of her teacher at Coffee Creek, Ellen Nunez, she found the motivation and belief in herself to pursue her GED. Since earning her GED, Beas has continued her education and is working on an associate’s degree in writing through Portland Community College.

The Impact of the Pandemic on GED Programs

Earning a GED is hard enough in prison – a space not originally intended for education. It takes an average of 18 months for someone in the general population to complete the tests and 20 months for someone who is incarcerated.

COVID made it harder, cutting the number of incarcerated students on track in half. Prisoners were isolated. Class sizes shrank to allow for social distancing. For a time, instructors couldn’t enter facilities. Tests couldn’t be taken as often since they require in-person supervision.

It wasn’t until the spring of 2022, when Oregon prisons removed COVID restrictions more permanently, that the number of GED students started picking up again.

Expanding Education in Prison

Oregon officials have been working for years to increase state funding and community partnerships, bring on more instructors, peer tutors, and special education experts, and more, in order to expand educational opportunities for prisoners.

Tracie Hightower with the Department of Corrections said the state is focusing now on increasing online options, especially for adults needing help with basic literacy and math. Hightower is optimistic about the Senate Bill 1522 pilot program, passed by state legislators in 2022, which is testing the success of adding employees at prisons who help with online courses and strengthen college partnerships.

Oregon lawmakers also considered several bills this session that would allow incarcerated students to have more educational options, and for the state to have more oversight.

These efforts will give adults in custody who have a diploma or GED the chance to further their education if they wish, as well as the financial support to do so. Meanwhile, the state can work on increasing funding, physical space for classes, and encouraging more prisoners to take the GED.

When speaking with the Coffee Creek graduates, Karen Paez with Portland Community College, told the women their opportunities might be limited and there will be things that make them question themselves.

“You’re creating a foundation for your future. You started this (education), you chose it because you knew you were worth it,” she said. “There’s education beyond this point, and (we’re) here to support you.”

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities
• SDG 16: Peace, Justice, and Strong Institutions

The article discusses the importance of education for incarcerated individuals and how it can lead to better employment opportunities, reduce recidivism rates, and contribute to a safer prison environment. These issues are connected to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Additionally, the article highlights the need to address the educational gap among prisoners, which relates to SDG 10’s target of reducing inequalities. Finally, the article mentions the role of education in promoting peace, justice, and strong institutions, aligning with SDG 16.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
• SDG 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.
• SDG 10.7: Facilitate orderly, safe, regular, and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies.
• SDG 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.

The targets identified are directly related to the issues discussed in the article. Target 4.6 focuses on achieving literacy and numeracy for both youth and adults, which aligns with the efforts to provide education and GED programs for incarcerated individuals. Target 8.6 aims to reduce the proportion of youth not in employment, education, or training, highlighting the importance of education in improving employment prospects for parolees. Target 10.7 emphasizes the need for well-managed migration policies, which can include support for prisoners transitioning back into society. Finally, target 16.3 highlights the importance of promoting the rule of law and ensuring equal access to justice, which can be facilitated through educational opportunities in prison.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Number of incarcerated individuals enrolled in GED programs
• Number of incarcerated individuals who have earned a GED
• Employment rates of parolees with a GED
• Recidivism rates among parolees with a GED

The article mentions the enrollment numbers in GED programs before and during the pandemic, indicating the number of incarcerated individuals participating in educational opportunities. The number of individuals who have earned a GED can be used as an indicator of progress towards target 4.6. Additionally, tracking the employment rates and recidivism rates among parolees with a GED can provide insights into the impact of education on their outcomes, aligning with targets 8.6 and 16.3.

Table: SDGs, Targets, and Indicators

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Source: oregoncapitalchronicle.com

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