Academic Achievement and the Implications for Prison Program Effectiveness and Reentry

Article Summary:

The current study examines how academic achievement—measured as verbal and math performance—is associated with prison programming and reentry. We assess how academic achievement might be directly associated with recidivism and whether this occurs through indirectly by moderating the effectiveness of in-prison programs.  Using a statewide subsample of incarcerated individuals (N = 13,536) the results illustrated that academic achievement affected the likelihood of recidivism. Lower academic achievement was associated with a higher likelihood of recidivism immediately upon reentry but was also linked to greater effectiveness of prison programs aimed at reducing recidivism. The reduction in the likelihood of reincarceration associated with program participation was greater for individuals with lower academic achievement compared to those with higher academic achievement. The results underscore how individual differences can lead to distinct outcomes and emphasize the need to target those individuals most likely to struggle with the practical barriers of prisoner reentry. Link to Published Article

Policy Implications:

1. Correctional departments should try to address specific responsivity barriers, such as academic achievement, when administering programs designed to reduce recidivism.
2. Individuals with higher academic achievement might benefit more from programs designed to reduce recidivism if a motivational component was integrated into the program.
3. Correctional departments can make efforts to mitigate the difficulties individuals face when reentering society by providing reentry case plans.