The Impact of Adult Education and Learning Programs Post-Release

By

Keith D. Johnson

W
A dissertation submitted to the faculty of

Wilmington University in partial fulfillment

IE
Of the requirements for the degree of

Doctor of Education
EV

In

Innovation, Learning and Leadership

PR

Wilmington University

April 30, 2022

 Copyright 2022

by

Keith D. Johnson

W
IE
EV
PR

ii
 The Impact of Adult Education and Learning Programs Post-Release

By

Keith D. Johnson

I certify that I have read this dissertation and that in my opinion it meets the academic and

professional standards required by Wilmington University as a dissertation for the degree of

W
Doctor of Education.
IE
Dr. Annie Kingcade, Ed. D; Chairperson of Dissertation Committee
EV

Dr. Frank Ingraham Member of the Dissertation Committee

PR

John C. Gray, Ed.D., Professor and Dean, College of Education

iii
 Dedication

First, I would like to thank my Lord and Savior Jesus Christ for guiding me through this

journey. He strengthened me and provided the perseverance to overcome all of the challenges

along the way. Secondly, I dedicate my work to my mother Ms. Caroline Robinson who I

promised that I would complete my doctorate degree. As I reflect back on this moment I

remember your teachings, discipline, and “never say never” attitude. You inspired me to work

W
hard, stand strong and believe in my spirituality. I miss and love you to infinity. To my beautiful
IE
wife Wanda Witherspoon-Johnson you have been my rock, my sounding board, and stabilizer.

You walked in step with me during this entire journey. You have supported me and have been my
EV
right hand. I would not have taken this journey with anyone else. You are my heart and I love

you. Thank you for taking this journey with me. To my family and friends, I thank you for your

support and prayers. To my brothers and sister, Jeffrey, Kevin, Timothy, and Jaime your
PR

encouragement and support along the way has been invaluable. I appreciate your understanding

when I could not attend family events.

iv
 Acknowledgements

I want to thank Dr. Annie Kingcade for understanding my situation and taking the time

out of her busy schedule to oversee my dissertation process. Not only are you an awesome and

inspiring instructor, and my committee chair, but I also consider you a friend and mentor. You

have been supportive, provided encouragement, and have kept me on track, which enabled me to

reach my goal. Your expertise and knowledge guided me through the difficulties of the

dissertation process. Thank you, I am profoundly grateful. Thank you, Dr. Ingraham, and Dr.

Kocher, for your support, guidance and understanding. Your expertise has been invaluable. Thank

you, Dr. Brown, Dr. Svenning, and Ms. Ann Gibason for your support and guidance throughout

W
this process. Thank you, Dr. Horowitz, for your guidance, support, and APA expertise during this

journey.
IE
I want to thank Partnership in Reentry Coalition of Delaware, (PIRCOD) especially Ms.
EV
Lori Alberts the founder and chairperson of the organization, and Ms. Terri Townsend for her

continuous support and encouragement throughout my journey. I also want to thank Ms. Priscilla

Turgon the founder and Executive Director of Project New Start and Deputy Director Mr. Brain
PR

Alleyne for their understanding and support. I also want to thank my children, Jason, Gerrard, and

Keyhanna and my grandchildren for your love and support throughout my journey. I love you all.

v
 Abstract

Numerous offenders are incarcerated in the United States. Many of these offenders will

eventually be released without receiving any additional education or vocational training. The

purpose of this mixed-method research study was to explore the lived experiences of (31)

offenders who completed a GED/Vocational correctional education program, compared to those

who did not complete a GED/Vocational correctional education program, while incarcerated in a

correctional institution in the State of Delaware. The theoretical foundation of this research study

was grounded in Banduras Social Learning Theory. The narrative data was extracted from

returning citizens perceptions and lived experiences of past education, correctional education, and

W
their perceived impact of adult education and learning programs post-release.
IE
Quantitative data was analyzed using SPSS version (21.0). Qualitative data was analyzed using

inductive coding processes to categorize the returning citizens perceptions of the impact of adult
EV
education and learning programs post-release. According to the findings of the study,

participation in and/or completion of a GED/Vocational correctional education program while

incarcerated, provided the tools, and supports for returning citizens to successfully transition into
PR

society. Program participation and completion provided an opportunity for returning citizens to

overcome barriers to employment, education and improve their quality of life. This research study

will contribute to social justice and systemic change by providing data to the Department of

Corrections and community stakeholders regarding the practicality of adult education and

learning programs offered to returning citizens pre-and post-release.

vi
 Table of Contents

Dedication ...................................................................................................................................... iv

Acknowledgements ......................................................................................................................... v

Abstract ........................................................................................................................................ viii

Table of Contents .......................................................................................................................... vii

List of Tables ............................................................................................................................... xiii

List of Figures ............................................................................................................................... xv

Chapter I - Introduction .................................................................................................................. 1

Overview of U.S. Incarceration ...................................................................................................... 3

W
Crime and Incarceration in the State of Delaware .......................................................................... 3
IE
Overview of The Delaware Department of Corrections ................................................................. 5

Overview of Adult Prison Education in Delaware ......................................................................... 7

EV
Overview of Partnership in Reentry Coalition of Delaware ......................................................... 10

Learning and Mental Health Disabilities Within the Prison Population ....................................... 12

Statement of the Problem .............................................................................................................. 14

PR

Purpose of the Study ..................................................................................................................... 14

Need for the Study ........................................................................................................................ 15

Research Questions ....................................................................................................................... 16

Definition of Terms......................................................................................................... ………..18

Adult Basic Education (ABE) ................................................................................................... 18

Adult Secondary Education ....................................................................................................... 18

Case Management ..................................................................................................................... 18

Continuing Education................................................................................................................ 18

vii
 Correctional Education .............................................................................................................. 18

Decision-making ....................................................................................................................... 19

Jail ............................................................................................................................................. 19

Level I Administrative Supervision .......................................................................................... 19

Level II Probation and Parole.................................................................................................... 19

Level III Intensive Supervision ................................................................................................. 19

Level IV Electronic Monitoring ................................................................................................ 20

Level V ...................................................................................................................................... 20

Prison ......................................................................................................................................... 20

W
Prisoner...................................................................................................................................... 20
IE
Reentry ...................................................................................................................................... 21

Recidivism ................................................................................................................................. 21
EV
Returning Citizen ...................................................................................................................... 21

Self-esteem ................................................................................................................................ 21

Special Education ...................................................................................................................... 21

PR

Vocational Education ................................................................................................................ 21

Wellbeing .................................................................................................................................. 22

Summary ....................................................................................................................................... 22

Chapter II - Literature Review ...................................................................................................... 23

Search Strategy and Criteria for Inclusion .................................................................................... 24

Organization of the Review .......................................................................................................... 24

An Overview of Correctional Education in the United States ...................................................... 25

Social Learning Theory as a Theoretical Framework ................................................................... 27

viii
 Aggression ................................................................................................................................. 28

Aggression Development in Children ................................................................................... 29

The School-to-Prison Pipeline ...................................................................................................... 31

Connection to Social Learning Theory ..................................................................................... 31

The Benefits of Correctional Education ....................................................................................... 33

Returning Citizens Development and Employability ................................................................... 34

Decision-Making ....................................................................................................................... 34

Self-esteem ................................................................................................................................ 35

Wellbeing .................................................................................................................................. 36

W
Employability ............................................................................................................................ 37
IE
Recidivism .................................................................................................................................... 42

Economic Benefits .................................................................................................................... 43

EV
Decreased Warehousing ............................................................................................................ 45

Challenges in Correctional Education .......................................................................................... 46

Funding Challenges ................................................................................................................... 46

PR

Political and Societal Opposition .............................................................................................. 47

Institutional Challenges ............................................................................................................. 49

Funding Opportunities............................................................................................................... 49

Evaluating Correctional Education ........................................................................................... 50

The Significance of Continuing Education ................................................................................... 58

Summary ....................................................................................................................................... 61

Chapter III - Methodology ............................................................................................................ 62

Research Design............................................................................................................................ 63

ix
Limitations, Delimitations and Assumptions ................................................................................ 64

Participants.................................................................................................................................... 65

Instrumentation ............................................................................................................................. 66

Validity ...................................................................................................................................... 67

Reliability .................................................................................................................................. 68

Data Collection ............................................................................................................................. 68

Participant Survey Process............................................................................................................ 69

Participant Focus Group Process .................................................................................................. 70

Data Analysis ................................................................................................................................ 72

W
Data Management and Storage ..................................................................................................... 73
IE
Ethical Issues ................................................................................................................................ 73

Summary ....................................................................................................................................... 75
EV
Chapter IV - Results...................................................................................................................... 76

Introduction & Organization ..................................................................................................... 76

Research Study Findings ........................................................................................................... 78

PR

Well-Being............................................................................................................................. 78

Ability to Make Positive Life Decisions ............................................................................... 78

Reported Self-Esteem ............................................................................................................ 78

Post-Release Learning Intentions .......................................................................................... 78

Quantitative Summary............................................................................................................... 79

Qualitative Summary................................................................................................................. 79

Participants Demographics .................................................................................................... 80

GED/Vocational Training Completers ...................................................................................... 90

x
 Non-GED/Vocational Training Completers .............................................................................. 93

Qualitative Analysis ................................................................................................................ 104

Research Question One ....................................................................................................... 104

Chapter V - Conclusions, Implications, and Recommendations ............................................... 110

Introduction and Organization ................................................................................................ 110

Primary Findings and Interpretations ...................................................................................... 111

Research Question 1 ................................................................................................................ 112

Null Hypothesis 1 ................................................................................................................ 116

Alt Hypothesis 1 .................................................................................................................. 117

W
Quantitative Data Analysis Summary ..................................................................................... 117
IE
Qualitative Data Analysis Summary ....................................................................................... 117

Research Question 2 ................................................................................................................ 118

EV
Null Hypothesis 1 ................................................................................................................ 120

Alt Hypothesis 1 .................................................................................................................. 121

Strengths of the Study ............................................................................................................. 121

PR

Limitations of the Study .......................................................................................................... 122

Implications for Policy and Practice ....................................................................................... 123

Recommendations for Future Research .................................................................................. 125

Summary and Conclusions ...................................................................................................... 125

Conclusion............................................................................................................................... 126

References ................................................................................................................................... 128

Appendix A - Letter to Panel of Experts Requesting Input on Instrumentation ......................... 144

Appendix B - Survey Consent Form........................................................................................... 146

xi
Appendix C - Survey Information Sheet .................................................................................... 147

Appendix D - PIRCOD Research Project Agreement Letter...................................................... 149

Appendix E - Dissertation Project Survey .................................................................................. 150

Appendix F - Focus Group Informed Consent Form .................................................................. 159

Appendix G - Focus Group Information Sheet ........................................................................... 163

Appendix H - Focus Group Script .............................................................................................. 165

Appendix I - Permission to Use Survey...................................................................................... 167

Appendix J - Summary Coding Chart......................................................................................... 168

W
IE
EV
PR

xii
 List of Tables

Table 1. One, Two, and Three-Year Series Recidivism Rates ....................................................... 5

Table 2. Prison Education Successful Completion ......................................................................... 8

Table 3. Post Release Employment Opportunity Courses Offered in DE Correctional Institutions9

Table 4. Previous Incarceration of Participan ............................................................................... 85

Table 5. Duration of Previous Incarceration ................................................................................. 85

Table 6. Employment Prior to Incarceration................................................................................. 85

Table 7. Duration of Employment Prior to Incarceration ............................................................. 86

Table 8. Living Arrangements Prior to Incarceration ................................................................... 86

W
Table 9. Probation or Parole Status............................................................................................... 86
IE
Table 10. Program Completion Status .......................................................................................... 87

Table 11. Location of GED/Vocational Training Program .......................................................... 87

EV
Table 12. Cross-tabulation Table between Age and Program ...................................................... 88

Table 13. Cross-Tabulation Table Between Ethic Group and Program ....................................... 88

Table 14. Cross-Tabulation Table Between Marital Status and Program .................................... 89
PR

Table 15. Cross-Tabulation Table Between Previous Incarceration and Program ....................... 89

Table 16. Cross-Tabulation Table Between Employment Status Before Incarceration and Program

............................................................................................................................................... 90

Table 17. GED/Vocational Training Completers ......................................................................... 92

Table 18. Non-GED/Vocational Training Completers ................................................................. 94

Table 19. ANOVA by Program .................................................................................................... 95

Table 20. ANOVA by AGE .......................................................................................................... 97

Table 21. ANOVA by Ethnic Group ............................................................................................ 99

xiii
Table 22. ANOVA by Marital Status ......................................................................................... 102

W
IE
EV
PR

xiv
 List of Figures

Figure 1. The Distribution of Respondents Based on Their age………………………................81

Figure 2. The Distribution of Respondents Based on Their Ethnicity .......................................... 81

Figure 3. The Distribution of Respondents Based on Their Marital Status……………………...82

Figure 4. The Distribution of Respondents Based on Their Age and Ethnic Group .................... 83

Figure 5. The Distribution of Respondents Based on Their Age and Marital Satus ..………….. 83

Figure 6. F-Statistic ratio for One-Way ANOVA ......................................................................... 95

W
IE
EV
PR

xv
 Chapter I

Introduction

Research shows that participation in education programs can have a positive impact on

academic and vocational learning, employment, and recidivism (Davis et al., 2013). However,

many individuals entering and leaving correctional institutions are uneducated, under educated,

and are not prepared to navigate the challenges of reintegrating into society upon release. Among

federal and state prison populations, approximately 37% have not acquired a high school

diploma or GED, compared to 19% of the general population (Vera Institute, 2013).

Approximately 78% of the prison population has not participated or received postsecondary

W
educational programming compared to 49% of the general population (Vera Institute, 2013).
IE
Prison populations trail the general population not only in formal educational

achievement, but in educational performance and abilities. According to the National

EV
Assessment of Adult Literacy (NAAL), people who are incarcerated have lower literacy rates

than the general population (Crayton & Neusteter, 2008). Adults returning from prison and jail as

well as those on community supervision are also undereducated compared to the general
PR

population, specifically in terms of formal educational attainment and basic literacy (Crayton &

Neusteter, 2008).

A lack of a high school diploma closes doors to higher education, training, and

employment opportunities (Bender, 2018). Returning citizens with low levels of education often

find themselves without financial resources and social support systems upon their release from

prison (Bender, 2018). This increases the likelihood that returning citizens will commit criminal

acts, rather than appropriately integrate into society (Bender, 2018). Criminality negatively

1
impacts families and communities and diverts money and resources that should be spent on

preventative measures aimed at keeping people out of prison (Bender, 2018).

According to Brazzell et al. (2009), many discussions have been centered around the

intersection of prisoner reentry and problems with workforce development, housing, health, and

public safety. Inadequate attention has been given to the role that in-prison and post-prison

education can play in expediating successful reentry (Brazzell et al., 2009).

In the United States, education is recognized as a pathway for assimilation and economic

mobility for immigrants and other marginalized populations (Haskins et al., 2008). Education

can provide an opportunity for academic and vocational success, increased employment, reduced

W
recidivism, and improved quality of life, especially for individuals involved in the criminal

justice system (Gaes, 2008).

IE
According to the Davis et al. (2013), while many returning citizens will successfully
EV
reintegrate back into their communities, find employment, and become productive members of

society, many others will commit new crimes and will be rearrested. Despite a plethora of factors

for why some returning citizens succeed and some do not, we know that a lack of education and
PR

skills is one key reason (Davis et al., 2013). Both academically and vocationally focused adult

prison education programs are key to preparing returning citizens for release (Davis et al., 2013).

Former South African President, Nelson Mandela, stated that “Education is the most

powerful weapon which you can use to change the world” (as cited in Duncan, 2013, para. 1). In

a knowledge economy, education is the new currency by which nations maintain economic

ambitions and global prosperity. Education is an investment, and one of the most critical

investments we can make (Duncan, 2013).

2
Overview of U.S. Incarceration

Prison populations in the U.S. have increased dramatically over the last two decades.

More than 2.3 million individuals are incarcerated in the United States (Solomon et al., 2008).

Approximately 700,000 individuals return from state and federal prisons annually (West &

Sabol, 2009). Nine million individuals filter in and out of local jails (Solomon et al., 2008). One

out of every 100 adults are incarcerated in jails and prisons (The Pew Center on the States,

2008). According to Lewis and Lockwood (2019), prison cost taxpayers approximately $80

billion dollars a year.

The Sentencing Project (2014) argues that the “war on drugs” in the U.S. ushered in a

W
new environmental epidemic that resulted in new policies and harsher sentencing for drug
IE
offenses. Mandatory minimum sentences were designed to keep returning citizens incarcerated

for longer periods of time, which dramatically increased the prison population. Many of the
EV
returning citizens were low-level dealers without a previous criminal record (The Sentencing

Project, 2014). Black and Latinx individuals are disproportionately impacted by poverty, have

the highest rates of incarceration, and account for more than half of all incarcerated returning
PR

citizens (Taliaferro et al., 2016).

Crime and Incarceration in the State of Delaware

The State of Delaware’s crime rate is higher than the national average, with violent crime

occurring at a rate of 4.2 incidents per 1,000 incidents, and property crime at 23.2 incidents per

1,000 incidents. (Edwards, 2020). National rates are 3.7 per 1,000 for violent crime and 22.0 per

1,000 for property crime (Edwards, 2020). In 2018 Delaware’s crime rate was approximately

15% higher than the national average in violent crime averaging 4.24 per 1,000 (National

3
Council for Home Safety and Security, 2020). The national violent and property crime rate

dropped 26% from 2005 through 2015 (Gelb & Velazquez, 2018).

According to Delaware.gov (2018) approximately 23,000 returning citizens were released

from Delaware correctional institutions annually. Additionally, Delaware’s ratio of probationers

is approximately 46% over the national average, and its ratio of incarcerated adults is

approximately 12% over the national average (Delaware.gov, 2018).

Warehousing returning citizens in Delaware has increased each year. For 2017 returning

citizens, the cost totaled $43,881.57 (Delaware Department of Corrections, 2017), for 2018

returning citizens the cost was $47,052.88 (Delaware Department of Corrections, 2018), and for

W
2019 returning citizens cost totaled $56,354.97 (Delaware Department of Corrections, 2019).
IE
The Delaware Criminal Justice Council Statistical Analysis Center (2019) conducted an

analysis of prisoners released from 2013 through 2015. The study collected data on the following
EV
recidivism components: return to prison, recommitment, reconviction, and rearrest rate

(Delaware Criminal Justice Council, 2019). Table 1 highlights the one, two and three-year

recidivism rates for each variable (The Delaware Criminal Justice Council Statistical Analysis
PR

Center, 2019).

4
Table 1
One, Two, and Three-Year Series Recidivism Rates
Recidivism
2013 release cohort 2014 release cohort 2015 release cohort
components
1 Year 2 Year 3 Year 1 Year 2 Year 3 Year 1 Year 2 Year 3 Year
Return to 7.0% 15.9% 15.9% 6.3% 14.5% 19.2% 7.5% 14.2% 19.2%
Prison
Recommitment 45.9% 60.4% 60.4% 43.0% 57.6% 63.5% 45.3% 56.1% 62.2%
Reconviction 47.2% 62.4% 62.4% 46.5% 62.3% 67.6% 48.4% 58.3% 63.4%
Rearrest 53.1% 68.8% 68.8% 49.5% 66.6% 72.8% 52.9% 63.9% 70.3%

Note. These data were modified on August 19, 2020.

Overview of The Delaware Department of Corrections

W
The Delaware Department of Corrections (DOC) is the largest law enforcement
IE
organization in the State of Delaware. Its mission is to protect the public by supervising adult

returning citizens through safe and human services programs, and facilities (Delaware
EV
Department of Corrections, 2019). DOC employs approximately 1,753 correctional officers, 302

probation officers, numerous administrators, and 357 support staff (Delaware Department of

Corrections, 2019).
PR

DOC is charged with supervising approximately 5,000 returning citizens ages 18 to 76

within correctional institutions and approximately 15,000 individuals on probation within the

community (Delaware Department of Corrections, 2019). DOC operates a total of ten

correctional institutions: four prisons, four community correctional centers, two violation of

probation centers, and six probation and parole offices through the State of Delaware (Delaware

Department of Corrections, 2017). DOC General Fund Operating Budget has increased each

year. The 2017 fiscal year totaled $295.4 million (Delaware Department of Corrections, 2017),

5
the 2018 fiscal year totaled $308.1 million (Delaware Department of Corrections, 2018), and the

2019 fiscal year totaled $328.4 million (Delaware Department of Corrections, 2019).

According to the Delaware Criminal Justice Council (2013), Delaware is one of six states

utilizing a Unified Correctional System and all correctional institutions in the state are

supervised and operated by the Delaware Department of Corrections. There is no separation of

municipal, county prisons, or jails; and the DOC is solely responsible for the custody and

supervision of returning citizens in pre-trial/pre-sentence or sentence status (Delaware Criminal

justice Council, 2013). The Delaware Department of Corrections (2017) provides Delaware’s

five-level system of supervision for returning citizens: (a) Level I: Administrative Probation

W
Supervision; (b) Level II: Standard Probation; (c) Level III: Intensive Probation Supervision; (d)
IE
Level IV: Work Release Centers, Home Confinement (i.e., electronic monitoring), Residential

Drug Treatment and Violation of Probation centers; and (e) Level V: 24-Hour Incarceration (i.e.,
EV
jail/prison). The supervision and management of Delaware’s returning citizens are awarded to

state custody by order of the court (Delaware Department of Corrections, 2017). DOC’s

decisions are determined by a variety of data, which are influenced by the DOC, the judicial
PR

branch, and offender behavior (Delaware Department of Corrections, 2017).

The DOC operates and supervises three male and one female Level V facilities

(Delaware Department of Corrections, 2017). As of June 30, 2019, the total population housed in

Delaware’s Level V facilities was 4,436 (Delaware Department of Corrections, 2019). Returning

citizens sentenced or those in prison sentenced to more than one year, totaled approximately 63%

of the population (Delaware Department of Corrections, 2019). Eight percent of the population

were returning citizens serving one year or less or jail sentences (Delaware Department of

Corrections, 2019). The remaining 29% of the population consisted of detainees; 18% of these

6
individuals were awaiting trial or sentencing, 10% were serving life sentences, 0.1% were

serving indefinite sentences, and 0.15% were serving other sentences (Delaware Department of

Corrections, 2019).

Overview of Adult Prison Education in Delaware

Starting in 2000, the Delaware Department of Education (DOE) assumed responsibility

for adult education (DOE Annual Report, 2017). The mission of the DOE is to offer quality

prison adult education programs that will provide an educational foundation to enable returning

citizens to be productive employees, family members, and citizens while incarcerated and upon

release from prison (DOE Annual Report, 2017). Returning citizens are provided an opportunity

W
to engage in a variety of prison adult education programs that focus on academics, vocational
IE
training, and life skills to prepare them to transition into their perspective communities upon

discharge (DOE Annual Report, 2017).

EV
The Adult Basic Education (ABE) component provides instruction in preparing for and

passing the GED Test (DOE Annual Report, 2018). All participants are pre-tested to gauge their

current educational aptitude in math, reading, and writing (DOE Annual Report, 2018).
PR

Participants are then placed in the proper Educational Functioning Level (EFL) and advance

towards a secondary credential (GED) through the achievement of Certificates of Attainment

(COAs) (DOE Annual Report, 2018). Table 2 highlights prison education successful completions

from 2014 through 2018.

7
Table 2
Prison Education Successful Completions

Type of 2014 2015 2016 2017 2018

Completion
GED 140 57 128 110 97

High School 47 33 31 34 33

Life Skills 367 249 187 376 280

Vocational 985 1106 1228 1590 1177

Note. Data were modified on August 15, 2020. Adapted from “Delaware Department of Education, Adult

W
Prison Education Department,” by the Delaware Department of Corrections, 2018
IE
(https://doc.delaware.gov/assets/documents/annual_report/DOC_2018AnnualReport.pdf).

The ABE section of the program follows the U.S. Department of Education/Office of
EV
Career, Technical, and Adult Education performance targets and reporting stipulations (DOE

Annual Report, 2017). Table 3 outlines post-release employment opportunity courses offered at

correctional institutions in Delaware.

PR

8
 Table 3
Post Release Employment Opportunity Courses Offered in DE Correctional Institutions
Courses offered DE correctional institution
Baylor Women’s Howard R. Young James T. Vaugh Sussex
Correctional Correctional Correctional Correctional
Institution Institution Institution Institution
Auto Tech X
Computers X X X
(Microsoft
Word, Excel,
PowerPoint, and
Publisher
Culinary Arts X
Instruction
Flagger X X X X
Certifications

W
HVAC X
Network writing X
Serv Safe X X X X
Certification IE
Returning citizens who have acquired a secondary credential, or a high number of high
EV
school credits are qualified to attend James H. Groves Adult High School (DOE Annual Report,

2017). The Adult High School educational program at James H. Grove Adult High School is
PR

accredited by the Middle States Association of Colleges and Schools Commission on Elementary

and Secondary School (DOE Annual Report, 2017). Graduates receive their high school diploma

upon completion of the State of Delaware’s graduation requirements (DOE Annual Report,

2017).

The program staff assist correctional students who are enrolled in nationally or regionally

accredited institutions of higher education through coordination of academic services and a

partnership between the institution and the student (e.g., use of computers, proctoring test, and

monitoring of instructional programming material) (DOE Annual Report, 2018).

Reproduced with permission of copyright owner. Further reproduction prohibited without permission.