Understanding College Enrollment and Success for Incarcerated Students in California

• In Event: Marriott Roundtable Session 15
  In Roundtable Session: Exposing the Links Between Criminology and Education: Needed Conversations for Policy, Practice, and System Change

Abstract

Background: Over the past decade, California has passed a number of laws that increase access to college for incarcerated persons. In 2009, California passed SB738 to encourage educational programs in prisons. In 2014, California passed SB-191. This state law provided the same level of fiscal support to community colleges for courses to incarcerated persons as for courses to other students, if the courses lead to workforce skills or transferable degree programs. As a result of these laws, in person programs for incarcerated persons in California have expanded from 1 program to 34 programs with in-person courses. However, to date, limited work has been done exploring the course retention and success rates of students, as well as the demographic characteristics of students enrolled in these courses (California Community Colleges Chancellor’s Office, 2019).

Methods: This study will use descriptive logistic regression analysis to explore course enrollment and success rates for incarcerated students, as well as demographic characteristics of students. In this study, I draw upon data on over 4,500 incarcerated students in 24 of the 35 California community colleges that provide courses to incarcerated students.

Results: Initial analysis suggests that course success rates for incarcerated students are similar or higher, as compared to those for students who are not incarcerated. There is also variability across campuses with respect to student success rates, though estimates suggest that success rates are comparable for incarcerated and non-incarcerated students. Further research should explore what explains this variability.

Conclusions and Implications: In order to provide educational support for incarcerated persons seeking higher education, I must first understand course taking patterns, course success rates, and the association between demographic characteristics in course access and success. This study builds on the limited body of work around
the expansion of higher education in California to incarcerated persons.

Author

• Tolani Britton, University of California - Berkeley