U.S. Department of Justice Office of Justice Programs Bureau of Justice Statistics Special Report Education and Correctional Populations January 2003, NCJ 195670 --------------------------------------------------------------- This file is text only without graphics and many of the tables. A Zip archive of the tables in this report in spreadsheet format (.wk1) and the full report including tables and graphics in .pdf format are available from: http://www.ojp.usdoj.gov/bjs/abstract/ecp.htm ----------------------------------------------------------------- By Caroline Wolf Harlow, Ph.D. BJS Statistician -------------------------------------------- Highlights * 68% of State prison inmates did not receive a high school diploma. About 26% of State prison inmates said they had completed the GED while serving time in a correctional facility. * The groups of State prison inmates who had not completed high school or the GED included: 40% of males and 42% of females 27% of whites, 44% of blacks, and 53% of Hispanics 61% of noncitizens and 38% of U.S. citizens 59% with a speech disability, 66% with a learning disability, and 37% without a reported disability 47% of drug offenders 52% of inmates 24 or younger and 35% of inmates 45 or older 12% of those with military service and 44% with no military service. * Although the percentage of State prison inmates who reported taking education courses while confined fell from 57% in 1991 to 52% in 1997, the number who had participated in an educational program since admission increased from 402,500 inmates in 1991 to 550,000 in 1997. * The following groups of State prison inmates had participated in an educational program since their most recent admission to prison: 54% without a high school diploma, 60% with a GED, 42% with a high school diploma, and 43% with postsecondary education 49% of whites, 54% of blacks, and 53% of Hispanics 58% who were 24 or younger and 47% of those 45 or older 54% of noncitizens and 52% of U.S. citizens. -------------------------------------------- About 41% of inmates in the Nation's State and Federal prisons and local jails in 1997 and 31% of probationers had not completed high school or its equivalent. In comparison, 18% of the general population age 18 or older had not finished the 12th grade. Between 1991 and 1997, the percent of inmates in State prison without a high school diploma or GED remained the same -- 40% in 1997 and 41% in 1991. Of inmates in State prisons, 293,000 in 1991 and 420,600 in 1997 had entered prison without a high school diploma, a 44% increase. Over 9 in 10 State prisons provided educational programs for their inmates. Half of State prison inmates reported they had participated in an educational program since their most recent admission to prison. About a quarter of State inmates had taken basic education or high school level courses, and almost a third, vocational training. Data for this report were taken from the Survey of Inmates in State and Federal Correctional Facilities, 1997 and 1991, the Survey of Inmates in Local Jails, 1996 and 1989, and the Survey of Adults on Probation, 1995, sponsored by the Bureau of Justice Statistics (BJS), the Current Population Survey, 1997, sponsored by the Bureau of Labor Statistics, and the National Adult Literacy Survey, 1992, sponsored by the National Center for Educational Statistics. In personal interviews with nationally representative samples of inmates in State and Federal prisons and local jails and of persons on probation, respondents were asked about past educational achievements and recent educational experiences, as well as about their offenses, criminal history, and other characteristics. The National Adult Literacy Survey, another personal interview survey, assessed the literacy levels of persons in the general population and included a short questionnaire about personal characteristics, including educational attainment. The Current Population Survey (CPS) primarily collects monthly data on labor force participation from a nationally representative sample of the civilian noninstitutional population. In March of each year the CPS also collects additional information, including educational attainment. In addition, some information on educational programs conducted in correctional settings from the BJS Census of Local Jails, 1999, and the BJS Census of State and Federal Adult Correctional Facilities, 2000 and 1995, has been used (see Methodology for further information on these data). Correctional populations less educated than the general population Correctional populations -- including State and Federal prison inmates, local jail inmates, and probationers -- differ substantially in educational attainment from persons 18 and older in the general civilian noninstitutional population. Correctional populations report lower educational attainment than do those in the general population. An estimated 40% of State prison inmates, 27% of Federal inmates, 47% of inmates in local jails, and 31% of those serving probation sentences had not completed high school or its equivalent while about 18% of the general population failed to attain high school graduation. Persons in correctional populations were more likely than those in the general population to have passed a test which indicates the same level of knowledge as those with a high school diploma. The Center for Adult Learning and Educational Credentials of the American Council on Education develops the General Educational Development (GED) test for persons who are not enrolled in a school. The test assesses academic skills and knowledge expected of high school graduates. Employers and educational institutions usually accept the GED as the equivalent of a high school diploma. For a quarter of State prison inmates, a fifth of Federal inmates, a seventh of jail inmates, and a tenth of probationers, as for about 4% of the general population, ** National Center for Education Statistics, National Adult Literacy Survey, 1992, "Adult Literacy in America, "table 1.1, page 18.** passing the GED testing process was the highest level of education they attained. Participation in college-level courses or post-secondary vocational classes was less common for those in correctional populations than for persons in the general population. An estimated 11% of State prison inmates, 24% of Federal inmates, 14% of jail inmates, and 24% of probationers attended some college or other postsecondary institution compared to 48% in the general population. Numbers of prison inmates without a high school education increased from 1991 to 1997 The percentage of State inmates without a high school diploma remained about the same between the 1991 and 1997 prisoner surveys. About 40% in 1997 and 41% in 1991 did not have a high school diploma or GED. In Federal prisons, 23% in 1991 and 27% in 1997, a small but significant increase, had not finished. An estimated 420,600 State prison inmates in 1997 and 293,000 in 1991 did not have a high school education or a GED -- over a third more in 1997 compared to 1991. In Federal prisons, almost twice as many, 23,500 in 1997 and 12,600 in 1991, fit that category. Three-quarters of State prison inmates did not earn a high school diploma Inmate survey respondents who did not complete high school were asked if they had received a GED. Respondents who had completed the 12th grade or who had attended college-level courses or post-secondary vocational classes were asked if they had a high school diploma or a GED. All inmates who completed less than 12 years of schooling and those who received a GED were classified as not completing high school. About 75% of State prison inmates, almost 59% of Federal inmates, and 69% of jail inmates did not obtain a high school diploma. About 35% of State inmates, 33% of Federal inmates, 22% of jail inmates, and 11% of probationers had successfully passed the GED. Of those with a GED, at least 7 in 10 State and Federal inmates obtained their GED while incarcerated. Jail inmates and the general population reported why they dropped out of school Approximately 1 in 6 jail inmates dropped out of school because they were convicted of a crime, sent to a correctional facility, or otherwise involved in illegal activities. Over a third of jail inmates and a sixth of the general population said the main reason they quit school was because of academic problems, behavior problems, or lost interest. About a fifth of jail inmates and two-fifths of the general population gave economic reasons for leaving school, primarily going to work, joining the military, or needing money. ----------------------------------------- Educational attainment is defined as the last completed year of school The definitions and numbers in this report are as consistent as possible with those of the National Center for Educational Statistics and the Bureau of Labor Statistics. Persons who did not complete a full year of college were classified as persons with a high school diploma, and seniors who did not complete their last year were coded as having some college but no college degree. Any person with 12 or fewer grades of school and a GED were included in the group with a GED. Some numbers in this report may differ from those in previously published BJS reports for which other definitions were used. -------------------------------------------- 9 in 10 State prisons offer educational programs About 9 in 10 State prisons, all Federal prisons, and almost 9 in 10 private prisons provide educational programs for their inmates. These facilities generally hold persons sentenced to at least a year in prison, giving inmates a long period to concentrate on achieving educational goals. By contrast, local jails house persons from arraignment through conviction and for short sentences. Approximately 6 in 10 local jails provide educational programs for their inmates, even though jail inmates generally stay for short periods. The percent of State and private prisons offering educational programs to their inmates increased from 1995 to 2000. In 1995, 88% of State prisons and 72% of private prisons provided educational programs; in 2000, 91% of State prisons and 88% of private prisons offered educational opportunities. During this period all Federal prisons offered courses. Secondary education programs, which focus on preparing for the GED, were the most prevalent type of courses in 2000. Over 8 in 10 State prisons, almost all Federal prisons, about 7 in 10 private prisons, and over half of jails offered high school level classes. Next most common were classes in basic arithmetic a nd reading, with 8 in 10 State prisons, almost all Federal prisons, 6 in 10 private prisons, and 1 in 4 local jails offering basic education programs. In State prisons between 1995 and 2000, the percentages of prisons offering classes increased for basic education (76% to 80%), high school courses (80% to 84%), and special education programs (33% to 40%), while the percentage with college classes went down (31% to 27%). Vocational training, special programs designed to train participants for a job, were reported by 56% of State prisons, 94% of Federal prisons, 44% of private prisons, and 7% of local jails. Over half of inmates reported taking an educational program since their most recent prison admission Many inmates have taken advantage of educational opportunities while they were incarcerated. About 52% of State prison inmates, 57% of Federal inmates, 14% of jail inmates, and 23% of probationers said they had taken education classes since admission to a correctional facility or their most recent sentence to probation. State and Federal inmates had higher participation rates in 1991 than in 1997. In 1991, 57% of State prison inmates and 67% of Federal inmates said they had taken educational courses since entering prison. Though the rate of participation decreased, the number of State prison inmates educated in prison increased 37% -- from 402,500 in 1991 to 550,000 in 1997 -- and the number of Federal inmates increased 39% -- from 36,200 to 50,300. At the same time, the total number of inmates in State prisons increased 49% and in Federal prisons 65%. Participation in prison education programs did not expand as rapidly as the population, and as a result the percentage of inmates in educational programs fell. Vocational programs and high school or GED preparation classes were the most popular. About a third of State and Federal prison inmates had attended a vocational class to learn particular job skills. About a quarter of prison inmates took high school level classes. Among jail inmates, 5% had vocational training and 9%, high school classes. State prisoners without a high school diploma were more likely to have taken classes since admission Prison educational resources were concentrated on those with the greatest need -- those without a high school diploma. Approximately 54% of State inmates who had not completed the 12th grade and 61% with a GED reported that they had participated in educational programs since being admitted to prison. In contrast, about 4 in 10 with a high school diploma or postsecondary courses participated in an educational program. More than a third of those who did not have a high school diploma or GED took high school classes, and a quarter participated in a vocational education program. About 28% of those with a GED were enrolled in a high school program and 44% were in vocational education. Women in State prison were better educated than men Women in State prisons were more likely than men to have received a high school diploma or attended an institution of higher learning. About 36% of women and 32% of men had graduated from high school or attended a postsecondary institution. Women in State prison were more likely to have completed high school than men and less likely to have passed the GED. Approximately 30% of women and 25% of men received high school diplomas; 28% of women and 35% of men had a GED. About 4 in 10 men and women failed to graduate from high school or pass the GED test. About half of female and male inmates had participated in an educational program since admission. About 21% of women and 24% of men took high school or GED classes; 30% of women and 32% of men were enrolled in a vocational program. Minority State prison inmates were less likely than whites to have a high school diploma or GED Minority State inmates were generally less educated than their white peers. About 44% of black State prison inmates and 53% of Hispanic inmates had not graduated from high school or received a GED compared to 27% of whites in State prisons. Minorities were less likely than whites to have attended college or some other institution of higher learning. About 1 in 10 blacks and 1 in 13 Hispanics had studied beyond high school compared to 1 in 7 whites. Minorities were also less likely than whites to have earned a high school diploma or a GED: 26% of blacks and 17% of Hispanics, compared to 30% of whites, had a high school diploma; 30% of blacks and Hispanics passed the GED compared to 43% of whites. Prison staff had concentrated educational services to those most in need of further learning. Higher percentages of blacks and Hispanics, compared to whites, had taken educational classes in prison -- about 54% of blacks, 53% of Hispanics, and 49% of whites. About a quarter of minorities were enrolled in high school or GED classes while 34% of blacks and 29% of Hispanics took vocational training. ---------------------------------------- White, black, and Hispanic male inmates ages 20 through 39 were markedly less educated than their counterparts in the general population Males between the ages of 20 and 39 dominate the State prison population; they constituted about two-thirds of all State prison inmates in 1997. Approximately 21% of the State prison population were white males between the ages of 20 and 39, 33% were black males in that age range, and 12% were Hispanics. In the general population these groups constituted a significantly smaller percentage of the total population -- 22%. White males ages 20 through 39 were 17% of the general population, and blacks and Hispanics of any race about 3% each. Within the 20 through 39 age group, male inmates consistently had less academic achievement than their counterparts in the general population. Young white and black male inmates were about twice as likely as their counterparts in the general population to have not completed high school or its equivalent -- (14% versus. 28% for whites and 16% versus 44% for blacks). Young Hispanic males' educational achievement did not differ by such magnitude; 52% in prison and 41% in the general population did not have a high school diploma or its equivalent. Four times as many young males in the general population as in the prison population had attended some college classes or postsecondary courses -- 54% of whites in the general population and 11% in prison, 44% of blacks in the general population and 8% in prison, and 32% of Hispanics and 7% in prison. ------------------------------------------- Young inmates were less well educated than older inmates Young State inmates were more likely than older inmates to have failed to complete high school or its equivalent. Over half of inmates 24 or younger had not completed the 12th grade or the GED (52%), while just over a third of those 35 or older did not have a high school diploma or GED (34% for those 35-44 and 35% for those 45 or older). Relatively few young inmates had pursued a postsecondary education, particularly compared to older inmates. An estimated 4% of those 24 or younger, 10% of those 25 to 34, 14% of those 35 to 44, and 21% of those 45 or older had attended college or another postsecondary institution. About a third in each age group had earned a GED. Over 7 in 10 of those earning their GED had done so in a correctional facility. Young inmates were more likely than older ones to have participated in an educational program since their admission to prison (58% for those 24 or younger, 52% of those 25 to 34, 50% of those 34 to 44, and 47% of those 45 or older). While about 3 in 10 in all age groups had been enrolled in a vocational program, higher percentages of young inmates compared to older groups were enrolled in GED or high school courses (36% of those 24 or younger and 15% of those 45 or older). Inmates with military service were better educated than those who had not served About 88% of State inmates who had served in the Army, Navy, Air Force, Coast Guard, Marines, or other military service and 56% who had not been in the military had completed high school or its equivalent and may have enrolled in postsecondary courses. Some of this difference can be explained because persons who have served in the Armed Forces meet high entrance requirements at enlistment and may subsequently be trained while serving in the armed forces. Half of inmates with military service obtained a high school diploma and over a third passed the GED; less than a quarter who did not serve in the armed forces obtained a high school diploma and about a third a GED. Since fewer inmates (12%) with military experience had not completed high school or a GED compared to those without military service (44%), fewer had enrolled in high school/GED classes since their admission to prison. A tenth of those with military service and a quarter without had taken high school or GED classes since admission. About 17% with a military career and 9% without had postsecondary courses. 61% of noncitizens had not completed high school or a GED Noncitizens, who may or may not speak English fluently, are less likely than citizens to have completed high school or its equivalent. An estimated 61% of noncitizens and 38% of inmates with U.S. citizenship had not graduated from high school or obtained a GED. Aliens were less likely than citizens to have received a high school diploma (19% versus 26%) or a GED (20% versus 36%). Just over half of both aliens (54%) and citizens (52%) had been in an educational program since admission. About 15% of aliens were taking a course in English as a second language. A quarter of both citizens and aliens were studying at the high school level. Inmates raised without two parents less likely to have a high school diploma or a GED State prison inmates who grew up in homes without two parents, with an incarcerated parent, or on welfare or in subsidized housing were less likely than other inmates to have obtained a high school diploma/GED or attended a postsecondary institution. A larger percentage of State prison inmates who were raised by a single parent or other adult, including relatives, friends, or other adults, compared to those who lived in a two- parent household, failed to obtain a high school diploma or pass the GED; 43% of inmates raised by one parent, 47% by others, and 34% by both parents did not complete a high school diploma/ GED. Inmates who reported that a parent had been incarcerated were less likely to have completed 11th grade at most, compared to inmates who did not have a parent serve time in a correctional institution (43% versus 39%). Among inmates with an incarcerated parent, twice as many received a GED as their final educational achievement as received a high school diploma (34% versus 16%). An estimated 47% of inmates who reported that they had either received welfare or lived in publicly-supported housing and 35% who received no government aid did not finish high school. Those who received public assistance were likely to obtain a GED as their highest level of attainment; 30% received a GED compared to 16% with a high school diploma. 66% of State prison inmates with learning disabilities did not complete high school or a GED Among inmates who reported a disability-- such as a limiting condition, difficulty seeing or hearing, a learning, speech or physical disability, or a mental or emotional condition -- about 44% did not finish high school or its equivalent. Thirty-seven percent of those without a disability did not complete high school. Two-thirds with a learning disability and 6 in 10 with a speech disability did not complete 12th grade or a GED. 47% of drug offenders did not have a high school diploma or a GED Almost half of State prison inmates serving their sentence for selling or using illegal drugs had not graduated from high school or passed the GED. About 4 in 10 inmates serving a sentence for a violent or property offense had not finished high school. Violent offenses include homicide, sexual assault, robbery, and assault, and property crimes include burglary, larceny/theft, motor vehicle theft, and fraud. An estimated 42% of those in prison for a public-order offense -- primarily weapons, obstruction of justice, and violations of supervised release -- did not complete high school or its equivalent. Inmate unemployment before admission varied with education Approximately 38% of inmates who completed 11 years or less of school were not working before entry to prison. Unemployment was lower for those with a GED (32%), a high school diploma (25%), or education beyond high school (21%). About 20% without a high school diploma, 19% with a GED, 14% with a high school diploma, and 13% with training beyond high school were not looking for work. Official labor statistics exclude persons not looking for work. Using that definition, the unemployment rate for State prison inmates at admission was 21.7% for those with less than a high school diploma, 14.6% for those with a high school diploma/GED, and 9% with education beyond high school. Of all inmates, 16.7% were unemployed at admission. From 1990 to 1997 when most inmates entered prison, national unemployment ranged from 7.5% in 1992 to 4.9% in 1997. In 1997 unemployment in the general population was 8.1% for those 25 or older without a high school diploma/GED, 4.3% for high school graduates, and 2.6% for those educated beyond high school. (See tables 1 and 7.) Better educated inmates were more likely to receive wage income. While 57% of those with less than a high school education received wages, 76% with a postsecondary education had wage income. Those without a high school diploma/GED were more likely than those with training after high school to have income from family or friends (20% versus 12%), or from welfare (11% versus 8%). A seventh of those with some postsecondary training and almost a third without a high school diploma had lived with persons who received government assistance. Less educated inmates more likely than more educated to be recidivists State prison inmates without a high school diploma and those with a GED were more likely to have a prior sen- tence than those with a diploma or some college or other postsecondary courses. About 77% who did not complete high school or a GED, 81% with a GED, 71% with a high school diploma, and 66% with some college were recidivists. Less educated inmates were more likely than those with more education to have been sentenced as a juvenile. Approximately 40% without a high school diploma, 45% with a GED, 26% with a high school diploma, and 21% with some college had prior sentences as a juvenile either to a facility or probation. About 1 in 5 without a high school diploma or with a GED and 1 in 10 with a diploma or some college had been incarcerated as a juvenile. Methodology The following data sets were used in this report. Bureau of Justice Statistics Surveys For a description of methods for these surveys see the following BJS publications: Survey of Inmates in State and Federal Correctional Facilities, 1997 and 1991 Survey of State Prison Inmates, 1991, NCJ 136949 3/93; Substance Abuse and Treatment, State and Federal Prisoners, 1997 NCJ 172871 1/99. Survey of Inmates in Local Jails, 1996 and 1989 Profile of Jail Inmates, 1989, NCJ 129097 4/91; Profile of Jail Inmates, 1996, NCJ 164620 11/98. 1995 Survey of Adults on Probation Characteristics of Adults on Probation, 1995, NCJ 164267 12/9. Census of State and Federal Adult Correctional Facilities, 1995 and 2000 Census of State and Federal Adult Correctional Facilities, 1995, NCJ 164266 8/9. Census of Jails, 1999 Census of Jails, 1999, NCJ 186633 9/01. National Adult Literacy Survey The National Adult Literacy Survey, spon-sored by the National Center for Education Statistics, was conducted in 1992 to assess literacy skills in the general population and background characteristics related to those skills. A four-stage stratified area sample was used to select respondents 16 years of age and older from the noninstitutional population in the United States. Black and Hispanic respondents were sampled at a higher rate than the remainder of the population in order to increase their representation in the sample. Data collection instruments included the screener, designed to enumerate household members and select survey respondents, a background questionnaire, and a literacy exercise booklet. The background questionnaire collected data on language and educational background, political, social, and labor force participation, literacy activities and demographic information. Respondents also took a test designed to measure their prose, document, and quantitative literacy skills. Approximately 25,000 persons, paid $20 to participate, were interviewed for the study. The response rates were as follows: 89.1% answered the screener, 81% of those answered the background questions, and 95.8% of those took the literacy test. Current Population Survey March supplement The Current Population Survey (CPS), sponsored by the Bureau of Labor Statistics, collects labor force data about the civilian noninstitutional population every month. In March of each year, in addition to the regular questions, educational attainment is also asked. A multistage stratified clustered sample design is used to select approximately 50,000 housing units each month for interview. Generally about 6.5% of the housing units are not interviewed in a given month due to refusals or failure to make contact with persons in the dwelling unit. Data are collected on all persons 15 and older in each household. Information is obtained each month for about 94,000 persons 16 years of age or older. The accuracy of sample surveys Sampling error is the variation that may occur by chance because a sample rather than a complete enumeration of the population was conducted. The sampling error, as measured by an estimated standard error, varies by the size of the estimate and the size of the base population. Estimates of the standard error of some numbers used in this report are found in the appendix tables. Some standard errors have been calculated to provide estimates of the sampling variability around percents in this report. For example, the 95-percent confidence interval around the percentage of State inmates whose high school graduation was their ultimate educational attainment is approximately 20.5% plus or minus 1.96 times the standard error of .4 (or 19.7% to 21.3%. Standard errors may also be used to test the significance of the difference between two sample statistics or estimates from two surveys. This is done by pooling the standard errors of the two sample estimates. The standard error of the difference between State and Federal inmates who earned a high school diploma as their top educational achievement would be 0.8% (or the square root of the sum of the squared standard errors for each group). The 95-percent confidence interval around the difference would be 1.96 times 0.8% (or 1.5%). Since the difference of 6.5% (27.0% minus 20.5%) is greater than 1.5%, the difference would be considered statistically significant. For additional documentation, question- naires, and the data for BJS surveys, see for the prison inmate surveys, for the jail inmate surveys, for the survey of probationers, for the prison censuses, and for the jail census. See for data and documentation for the National Adult Literacy Survey, and for tables from the Current Population Survey on educational attainment. ------------------------------------------ The Bureau of Justice Statistics is the statistical agency of the U.S. Department of Justice. Lawrence A. Greenfeld is director. Caroline Wolf Harlow of BJS wrote this report. Doris James Wilson provided verification. Carolyn C. Williams produced and edited the report. Jayne Robinson administered final production. January 2003, NCJ 195670 ------------------------------------------ End of file 12/10/02 ih