Introduction
Within the criminal justice field, the question has often been asked: “What role does literacy play in crime?” According to the Bureau of Justice Statistics, up to “70% of the incarcerated population is believed to be illiterate in some jurisdictions” (1999). Many criminals end up in prison because they do not have the literacy skills, the proper education, or the life skills to make it in life the way law-abiding citizens do. I am interested in finding out what role, if any, does literacy play in the decisions people make when they turn to a life of crime.
Many studies have been done to attempt to find the correlation between education and crime. The studies have looked at both juvenile facilities and adult facilities. My goal in this paper is to examine the correlation between literacy/education and crime at all levels of society. I also will examine the benefits of teaching literacy skills to those who are incarcerated. Many studies have also shown that recidivism decreases when literacy skills improve, and I will also be looking at evidence that supports this. The main problem I wish to address is the lack of educational programs within prisons; why this is a problem; and why we should work to correct it.
Why this is a problem
I truly believe that much of the crime in our country stems from a lack of literacy and life skills. I think that by exploring the current programs available, and seeing what has been effective, we can begin taking steps to improve the literacy skills of those in prison. I feel by educating prisoners, we are giving them a chance to not have to settle for a life of crime. We would be giving them opportunities. The cost in educating prisoners is miniscule compared to the amount of money that would be saved due to the commission of fewer crimes. J. Michael Quinlan, former Director of the Federal Bureau of Prisons stated: “Society should recognize that the cost of college is really very insignificant when you compare the cost of the damage done by crime” (Hrabowski and Robbi, 2002).
To reference the Scribner article we read at the beginning of the quarter, literacy is power. The higher up the ladder you go, the more likely it is that literacy skills also increase. One can safely assume that a CEO of a major corporation has not only better literacy skills and life skills, but also a better education than many of the offenders in prison today (though, it is becoming more common to see the CEOs themselves behind bars).
Juveniles
First, I would like to focus a little on incarcerated juveniles and literacy. It is important to note that having a low level of literacy does not necessarily lead someone to a life of crime. There are many different circumstances and situations which work together to lead a person to make this decision. Peer pressure among juveniles is one such circumstance that could lead someone to a life of crime.
William Drakeford states: “Evidence shows a correlation between low education attainment, low literacy levels and high levels of adjudication and recidivism” (2002). Drakeford conducted a study to look at the effects of an intensive literacy program on incarcerated juveniles. He worked with six incarcerated juveniles three hours per week, for eight weeks. The students would do specific exercises such as “sounding out words and letters, letter identification, and general decoding strategies” (Drakeford, 2002). The students would take a test at the end of each lesson to test their reading skills. The results of this study, like many others, show that with education opportunities, literacy skills can improve among incarcerated juveniles.
Is it a crime to be illiterate?
Now I would like to focus on the main purpose of my paper, literacy among incarcerated adults, and the benefits to educating them. One article I found poses an interesting question: “Is it a crime to be illiterate?” (Stoehr, 2005). In a society such as the United States, it is almost perceived as a crime. Someone who cannot read or write is often looked down upon, and pushed to the outskirts of society. If you think about it, someone who does not possess literacy skills is not able to do some of the most basic things that we take for granted, such as reading street signs, or filling out job applications. If a person on the fringe of society is unable to read and fill out a job application, it is pretty unlikely that they are going to be able to find a job. This is the case in today’s world, where even the jobs that only require basic literacy skills are demanding more skills. Even basic skill jobs, such as working at a fast-food restaurant, require not only literacy skills, but also technological skills, such as the ability to use a computer to process orders. Without these skills, an illiterate person may choose to turn to a life of crime in order to survive.
The article, “Is it a crime to be illiterate?” by Taylor Stoehr, tells of the program “Changing Lives Through Literature”. The main program takes place in Massachusetts, and is run by volunteers. Those chosen for the program typically have not finished high school. The programs runs for ten weeks and the participants receive a six month sentence reduction for completing the program. Approximately twelve to fifteen participants complete the program each semester.
Neville’s Story
One story we are told is that of Neville, a prisoner who relates the time when he first realized his problems with literacy and learning. In the third grade, he received his report card, and could not wait to see what was inside, and to show his family. When he opened it, and realized he received failing grades in each class, he was in disbelief. His teachers told him to “try a little harder next time if it meant so much” (Stoehr, pg 32). Stoehr states that this comment “foretells of Neville’s future. Acquiescing in his teachers’ assessment of him, his doom sealed by their well-meant advice, after this Neville gave up trying altogether” (pg 32).
Throughout the program, Neville was embarrassed of the reading and writing skills he did possess. He would do the assignments, but was often too ashamed to turn them in. Toward the end of the semester, he finally turned several assignments in to the professor. The professor then typed these up. “Neville was amazed to see what he had written and to hear his classmates’ praise” says Stoehr (pg 32). At the end of the course, Neville summed up his experience: “The most important thing that I’ve learned is that I can learn. All these years I’ve been thinking that I could not read or write. Here, look at me now! Reading and writing and spelling” (Stoehr, pg 33).
Changing Lives Through Literature
Several studies have been conducted to test the success of the Changing Lives Through Literature program. One study looked at the commission of both felonies and misdemeanors before enrollment in the program, and after completion of the program. They looked at ten different semesters to compare the differences in crimes. The results are impressive: there was, overall, a 68% decrease in the commission of crimes, misdemeanors and felonies combined (Changing Lives Through Literacy, 1996).
Results such as these from the Changing Lives program show the importance of teaching basic literacy and life skills to prisoners. By teaching them basic literacy skills, we are giving them the tools they need to succeed. They are given the knowledge needed to be a functioning member of society. Most advocates for programs such as this are not pushing for a “free” education for prisoners. They are simply pushing for basic literacy and life skills that will allow the prisoners to have a chance at a normal life, other than a life of crime.
Literacy levels of prisoners
I am now going to focus on the literacy skills of prisoners, and the benefits of correctional education. Also, I will be showing the impact that correctional education has on recidivism rates. I will be discussing some of the objections members of the general public typically have toward correctional education.
First, let us look at the big picture. According to Hrabowski and Robbi: “more than 1.5 million individuals are imprisoned in adult correctional facilities” (pg 96). Of these, 49% of prisoners reported not having received a high school diploma or equivalent (Haigler, et al, 1992). That is a staggering statistic, with nearly half of the prison population overall not having completed basic education requirements. To reiterate my earlier point: “Acquiring their high school degree can mean the difference between returning to society and playing a positive role as a citizen or becoming a career criminal” (Forero, 2000). Lack of education, combined with a criminal record, do not equal employment in today’s society. More opportunities are presented when more education is obtained.
A study conducted by Barton and Coley in 1996 compared the literacy rate of prisoners and private citizens across the country. The study showed that prisoners were behind the general population on all three literacy levels. The National Adult Literacy Survey provided the definition of literacy, and the types. First, the study measured prose literacy: “skills needed to understand a news article” (Barton & Coley). The average proficiency score in prose literacy among total adults was 273. The average proficiency score in prose literacy for prisoners was 240. Second, the study looked at document literacy: “skills needed to understand maps or schedules” (Barton & Coley). The score of the general population was 267, whereas the score among prisoners was 240. The final literacy level measured was quantitative literacy, defined as “the ability to balance a checkbook” (Barton & Coley). The general population scored 271; the prison population scored 236.
Comparing Costs
One of the biggest objections society has toward correctional education is the costs related. The public believes that prisoners should not receive a “free ride” through college. What the public does not keep in mind, is the cost that comes from crime. When a prisoner commits a crime, is sent to prison, then released, we do not want them to return to prison. However, a majority of them do. The public then incurs additional costs to put that person through the court system, and then to re-incarcerate them. Hrabowski and Robbi make the following concession: “Simply stated, correctional education can both save taxpayers money and reduce crime” (2002).
The public view is also hindered by the current mindset of correctional policy. Presently, the idea is that individuals who commit crimes should be locked up, for the maximum amount of time, with the minimum amount of amenities. The criminal justice system right now is geared toward incarceration. The public wants nothing more for incarcerated individuals than for them to be warehoused, away from law-abiding citizens. The public does not believe that prisoners should be educated at the expense of taxpayers.
According to the Center on Crime, Community, and Culture, “the cost of incarcerating 100 individuals over four years is approximately $10 million. For an additional $1 million, those same individuals could be given a full, four-year college education while incarcerated” (1997). The additional $1 million per year is minimal when compared to the reduction in recidivism.
Recidivism Rates
A study done by the Texas Department of Criminal Justice looked at the recidivism rates of regular prisoners versus those who had received an education while incarcerated. The following data was gathered from the Center on Crime, Community, and Culture (1997). The recidivism rates for those leaving prison without degrees was 60%. For those receiving associate’s degrees, the recidivism rate dropped to 13.7%. The recidivism rate for prisoners receiving bachelor’s degrees was 5.6%, and for those receiving master’s degrees, 0%.
The Arizona Department of Adult Probation also conducted a study on literacy rates and recidivism. They found that the re-arrest rate of probationers who received literacy training was 35%, whereas those who had not received the training were re-arrested at a rate of 46% (Siegel, 1997). The study also found that those receiving a GED “had a re-arrest rate of 24%, compared to the control group’s rate of 46%” (Siegel, 1997).
Benefits summary
When examining the research done on the benefits of educating prisoners, it seems that there are more pros than cons. First, there is the money saved. If prisoners are educated, and, when released, become productive members of society, they are no longer committing crimes. There are less robberies, burglaries, and property damage crimes. Also, by obtaining employment, they are paying taxes, thus returning some of the cost of educating them.
The proof is in the numbers. The more education provided to prisoners, the lower their re-arrest rate. Taxpayers are not paying the cost to try these individuals in the courts, and they are not paying the cost of their re-incarceration.
Conclusions
Obviously, the research shows the benefits of educating the 1.5 million incarcerated individuals presently housed in facilities across the United States. By investing a small amount of money to provide these individuals with an education, we are saving taxpayers an even larger amount of money in the long run. The money saved by the reduction in crime is well worth the initial investment. Even a minimal amount of education (such as some literacy training courses) leads to a reduction in the amount of individuals that are re-incarcerated.
What needs to happen for this change to take place? What needs to happen for the public to support prison education programs? First, a change in attitude needs to take place. A shift in thinking within the correctional field, as well as within the general public, has to occur. We have to change the mindset of simply “warehousing” prisoners. Yes, they should be incarcerated and serve their sentence. However, we should be doing something to ensure that they leave prison a better person. Presently, on the whole, we are doing nothing to change prisoners. We are locking them up, doing nothing to change their situation or improve their life skills, and we are releasing them back on the streets. They will undoubtedly return to their previous life of crime without some major change. A change in thinking must occur, from warehousing prisoners, to actually treating and rehabilitating them to the best of our abilities within the field.
By providing prisoners with basic literacy skills and education, we are giving them the opportunity to better themselves. We are showing them that life without crime is a possibility. They will be presented with the opportunity to be a functioning, productive member of society. The public must realize that prisoners are being released and continuing their lifestyle of crime because they do not possess the basic life skills to lead a life without crime. By giving them these life skills, we will not only be bettering them, as individuals, we will also be bettering society.
In conclusion, I believe that literacy is an essential life skill. No one, regardless of their status in society, should be denied the right to obtain a basic life skill. Basic literacy training, and in some cases, higher educational opportunities, should be afforded to everyone, including prisoners.
Sources
Barton, P., and Coley, R. 1996. Captive Students: Education and Training in America’s Prisons. Educational Testing Service, Princeton, NJ.
Bureau of Justice and Statistics. 1999. Juvenile offenders and victims 1999 national report. National Center for Juvenile Justice U.S. Department of Justice: Washington, DC.
Center on Crime, Community, and Culture (CCCC). 1997. Education as Crime Prevention, Research Brief No. 2.
Changing Lives Through Literacy. 1996. Accessed March 2007. http://cltl.umassd.edu/
Drakeford, W. (2003). The Impact of an Intensive Literacy Program to Increase the Literacy Skills of Youth Confined in Juvenile Corrections. The Journal of Correctional Education.
Forero, J. (March 4, 2000). Reading, Writing, and Rehabilitation. The New York Times.
Haigler, K., Harlow, C., O’Connor, P., and Campbell, A. 1992. Executive Summary of Literacy Behind Prison Walls: Profiles of the Prison Population from the National Adult Literacy Survey. http://nces.ed.gov/naal/index.asp?file=OtherResources/ExecSumLitBehindPrison.asp&PageId;=157
Hrabowski, F. and Robbi, J. 2002. The Benefits of Correctional Education. Journal of Correctional Education. Volume 53:3, pages 96-100.
Siegel, G. 1997. A research study to determine the effect of literacy and general education development programs on adult offenders on probation. Adult Probation Department of the Superior Court in Pima County.
Stoehr, Taylor. 2005. Is it a crime to be illiterate? Change. Pages 28-35.
