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James E. Rogers Chancellor Nevada System of Higher Education 2601 Enterprise Rd. 5550 W. Flamingo Rd., Ste. C-1 Reno, NV 89512 Las Vegas, NV 89103 Phone: (775) 784-3222 Phone: (702) 889-8426 Fax: (775) 784-6520 Fax: (702) 889-8492

MEMORANDUM

DATE: May 5, 2009 TO: NSHE Board of Regents FROM: James E. Rogers Chancellor RE: THE IMPORTANCE OF PRISON EDUCATION PROGRAMS From what all Nevadans have learned during the last year about Nevada’s ability to raise revenue to pay for the support of those areas of the lives of Nevadans that can only be supported by governmental action, we have all come to one, and only one, conclusion: The Nevada government financial system is broken. In its present state, the State of Nevada is incapable of dealing with the needs of education, health care, roads, and the prison system. Because of its failure (in fact its refusal) to deal with the everyday needs of Nevadans, one of the many horrible consequences has been the growth of Nevada’s prison system. The annual current percentage increase of the inmate population is 5.6 percent. Figure 1 below indicates the growth rate of Nevada’s prison population outpaces higher education enrollment.

Figure 1: Nevada's Prison Population Begins to Outpace Higher Education Enrollment  

Sources: Nevada Department of Corrections FY 2005 and FY 2007 Statistical Abstract;  Nevada System of Higher Education 2007‐2008 Enrollment Plan 

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

1995‐2000 2000‐2005 2005‐2010 2010‐2015

NSHE Enrollment Growth Rate

NDOC Population Increase Rate

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The Alliance for Excellent Education indicates that approximately 19,500 students who began their education in Nevada’s high schools did not graduate from those high schools in 2008. This represents lost lifetime earnings of more than $5.1 billion. If the male high school graduation rate increased by five percent, Nevada’s economy would see a combination of crime-related savings and additional revenue of nearly $78 million each year. Education is very profitable for the state. Nevada’s short-sighted thinking, lack of planning, and shortage of political courage, runs counter to what is apparent and unquestionable. With only 41 percent of Nevada’s convicts having a General Educational Development (GED) or a high school diploma, why are Nevadans unable to understand the value of education? Nevadans can either adequately fund K-16 education to give the state’s youth and the state a meaningful future, or Nevada can continue to invest the bare minimum which will turn Nevada into a penal colony with casinos. Doing its best with limited funds, the Nevada System of Higher Education is working in partnership with the Nevada Department of Corrections to resolve the education-prison problem. Attached are reports from Presidents Michael Richards of the College of Southern Nevada and Carol Lucey of Western Nevada College, describing the important work these two community colleges are doing to reduce recidivism and give inmates the chance to become productive members of society. Prison educator Chris Schofield shares his experience on the power of education. In spite of NSHE’s efforts to contribute to the improvement of Nevada, Governor Gibbons’ proposed budget cuts nearly eliminate these prison education programs. Does Nevada really mean to make itself only competitive with Third World countries?

  Enclosures:

• President Michael Richards, College of Southern Nevada, Prison Education Program • President Carol Lucey, Western Nevada College, Inmate Higher Education Program • Chris Schofield, Prison Educator • Community Support Letters for Higher Education

o Dr. Carl Heard, Nevada Health Centers, Inc., in support of the Health Sciences System of the Nevada System of Higher Education

o Donald Silverman, Osher Lifelong Learning Institute, in support of the University of Nevada, Las Vegas

o Denise Yoxsimer, Nevada Women’s Fund, in support of the University of Nevada, Reno o William Crozer, Clutch Media, in support of Nevada State College o Maureen Mullarkey, DRI Foundation Board, in support of the Desert Research Institute o Thomas A. Jingoli, Association of Gaming Equipment Manufacturers, in support of the College of

Southern Nevada o City of Elko in support of Great Basin College o Lisa Cronin, Anita Cronk, Jennifer Long, Kandice Simpkins, Sala Family Dentistry, in support of

Truckee Meadows Community College o Pam Robinson, The Embroidery Doctor, in support of Western Nevada College

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Office of the President

M E M O R A N D U M TO: Chancellor Jim Rogers FROM: Michael Richards DATE: April 16, 2009 SUBJECT: Prison Education Program This letter is in response to your request regarding the prison education program at the College of Southern Nevada (CSN). For many years, CSN has delivered course work to four facilities managed by the Nevada Department of Corrections (NDOC), High Desert State Prison, Southern Desert Correctional Center (Indian Springs), Southern Nevada Conservation Camp, and Southern Nevada Woman’s Correctional Center (Jean). Typically, about 20 courses are offered each semester and about 425 students enroll. Taking education and training programs into prisons is common in North America and Europe. Indeed, one of the universities we monitor for best practices in correctional education is in Great Britain. Where these programs operate recidivism rates improve, and inmates become more productive, contributing members of their communities, as will be described further. Education and training is the rehabilitation arm of any corrections philosophy, and CSN has been committed to helping, in coordination with NDOC staff. Evidence of the impact of correctional education programs on residents of a correctional facility, and particularly on post-release outcomes are myriad. A recent study by Gerald Gaes for the Reentry Roundtable on Education, March 31 and April 1, 2008, summarized dozens of research projects on the impact of correctional education. Stated in terms of “achievement gains,” correctional education gives the student a skills advantage. Some of these advantages are generic, such as the ability to understand and implement printed and written

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instructions (i.e., literacy). The second advantage is skill specific, such as learning welding or computer skills. Studies have also found:

• By gaining some kind of certification such as a GED, potential employers understand that the student is capable of completed work. Hence, Adult Basic Education (ABE), General Education Development (GED) preparation and certification, college coursework, various forms of vocational training, apprenticeship training, and some combination of one or more of these programs during a prison spell.

• Depending on the study score and methodology the relative reduction in recidivism ranges from 3-38% (illustrating by this wide range the need for more research and analysis), yet the overall point is that there is a strong to moderate improvement in recidivism with educational programs.

• Studies in 2001 and 2006 reported substantial improvements in recidivism and employment outcomes as a result of correctional education in each of the three states that were studied.

CSN staff and faculty have long believed that correctional education reduces recidivism and enhances post-release employment, just as the research studies have concluded. The marginal costs of education pale in comparison to the marginal savings in criminal justice costs from reductions in arrests, convictions, or recommitments. Consistent with this perspective is the evidence for education achievement returns for people in the community. A student with a certification, basic skills, and vocational training can contribute to a community and support a family. An inmate without the skills and training cannot adjust as easily. CSN remains committed to its prison education program and to opportunities, in coordination with DOC, to expand the service in meaningful ways.

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