Individuals who are able to meet the requirement for postsecondary education that prevails in today's labor market are more likely to obtain and maintain employment, which has been shown to reduce recidivism. Policymakers should seek to educate the public on this effect to counter potential negative reactions against public funding of postsecondary education for prisoners. (See Policy Statement 7, Educating the Public About the Re-Entry Population, for a discussion of marshalling public support for re-entry reform.) With the support of policymakers and the public, corrections administrators are more likely to be successful in encouraging educational institutions to make classes available to people in prison or jail and to award degrees recognized in the community.

Given the increasing number of jobs that require postsecondary education, correctional institutions, educational institutions, and state governments should study the feasibility of establishing agreements with in-state colleges, universities, and community colleges that would allow for the continuation upon release of the education started while incarcerated. Such agreements should also be pursued with private, for-profit universities that may better allow inmates to pursue degrees and education upon release. Programming staff seeking to facilitate the enrollment of incarcerated men and women in college or other higher education programs should be aware of restrictions on financial assistance for people with criminal records, including the Higher Education Act Drug Provision, the federal law that denies college financial aid to persons with drug convictions. (See Policy Statement 24, Identification and Benefits, and the Epilogue to Part II, for more information on these barriers.)

The possibility to attain advanced degrees, even through distance learning, will not succeed without the cooperation of outside institutions. The local community college system can be a vital partner. If state money is funding the college, the legislature can require that classes and services be provided to inmates as well as to the community at large. The corrections agency can assume the equipment costs for those inside the facility and can coordinate around the college's schedule.

Distance learning provides a new opportunity for people in prison or jail to earn advanced degrees. Distance learning is a viable option because inmates are "pooled" electronically with other students. When distance learning classes exist, the cost of adding students is minimal. Some correctional facilities are in the pilot phase of using digital technology.

Example: Distance Learning, Iowa Department of Corrections

Since the mid 1990s, the Iowa Department of Corrections, through the Iowa Communication Network (ICN), has provided individuals who are incarcerated the opportunity to take courses online at their personal expense. Some 15 to 20 students per semester take 10 to 15 courses at community and private colleges and universities over the ICN, earning college degrees and certificates.

Example: Educational videoconferencing, Ohio Department of Rehabilitation and Correction

Using videoconferencing technology, the Ohio Department of Rehabilitation and Correction (ODRC) has implemented an education network that allows prisoners to participate in distance education programs, leveraging the effectiveness of teachers. In addition, some staff education/training programs are now provided via the video network, allowing instructors to deliver quality information without traveling to multiple locations or requiring staff to drive to a central location.

Security concerns with the availability of email and Internet access may provide obstacles to the implementation of distance learning. New surveillance technology, however, helps to diminish security issues. Also, creative and effective facility management can create a "good behavior" system in which peolple in prison or jail can earn their computer privileges.