Executive Summary - Proposal for NCDAC
Technology Initiative
Angela Song MS, RID CT

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Higher education in prison (HEP) plays a pivotal role in rehabilitating individuals who are incarcerated, offering them the chance to earn degrees that lead to meaningful employment upon release. This educational pathway is crucial not only for enhancing job prospects and overall well-being but also for fostering more educated citizens who positively contribute to society and build stronger communities. Compelling evidence supports this: individuals participating in correctional education programs are 43% less likely to return to prison. Furthermore, this investment makes sound financial sense, with studies indicating that every dollar invested in prison education yields a return of $4-$5 in reduced re-incarceration costs.

Despite the clear benefits, current HEP programs face significant hurdles. A severe shortage of available instructors frequently leads to waitlisted course offerings, limiting access for many interested students. Online programs present a robust and flexible solution to these administrative challenges. By leveraging adequate technology and expanding online course offerings, HEP can reach a far greater number of individuals, thereby improving program effectiveness.

Beyond academic learning, online courses offer inherent advantages to students, particularly in a contemporary job market where basic computer literacy and general technological understanding are increasingly essential. The transition to online coursework means more classes can be made available to more students, primarily because faculty can teach remotely. This eliminates the logistical complexities and security concerns associated with on-site placement, leading to higher participation rates and, consequently, increased rates of degree completion.

Justice-impacted students who pursue higher education while incarcerated demonstrate remarkable resilience and determination. Many of these individuals have overcome experiences of profound educational inequity and economic disadvantage. From a young age, these individuals were often labeled as unlikely to benefit from education or achieve economic security—a phenomenon often referred to as the "school-to-prison pipeline" by educators, administrators, and even parents. Educational credentials are therefore vital for individuals re-entering society, providing them with the necessary means to secure stable, well-paying employment and significantly decreasing their likelihood of returning to prison.

To address these challenges and capitalize on the opportunities presented by online education, our project has identified the following critical objectives:

Objective 1: Secure NCDAC Approval for Online Coursework: To obtain approval from the North Carolina Department of Adult Correction (NCDAC) to establish a comprehensive schedule of online coursework. This schedule will be designed to be readily accessible to all interested students at any point during their incarceration, providing unprecedented flexibility and access.

Objective 2: Ensure Robust Technical Support and Access: To secure the necessary technical infrastructure and ongoing support to ensure seamless and equitable access for all students. This includes reliable connectivity, appropriate devices, and readily available technical assistance.

Objective 3: Attract and Retain Qualified Online Instructors: To build a large and diverse pool of highly qualified instructors capable of delivering engaging and effective online education to our students. By offering remote teaching opportunities, we aim to overcome current faculty shortages and attract top talent.

The successful implementation of this initiative will require collaboration and input from various internal and external stakeholders. These will include:

Our initial planning phase will commence with a comprehensive Theory of Change overview, which will help us articulate the long-term goals and the pathways to achieving them.

This will be followed by a "starbursting" session to establish clear guidelines and a strategic framework for proceeding.

To secure necessary funding, we will immediately initiate the process of hiring a dedicated research assistant. This individual will conduct an in-depth review of available technology funding opportunities, identifying grants, partnerships, and other financial resources.

Concurrently, the project coordinator will generate a comprehensive list of reputable educational technology providers, inviting each to submit detailed cost estimates for their learning management systems and related services. 

The coordinator will also prepare a robust report outlining anticipated outcomes and benefits based on the successful transition to online coursework in correctional education, providing a clear vision for the program's impact.