For most prisoners in this study, school experiences during formative years was largely a negative experience. In general, those who have not found success in this world, have not had positive school experiences. According to Linden (1987) the correlation between school failure and delinquency is relatively strong (p. 227).

Many of the 57 students informed that their childhood school experiences were anything but safe and respectful.

Collins (1995), in "Shades of the Prison House: Adult Literacy and the Correctional Ethos", states,

At a fundamental level, the provision of adult literacy programs in prisons can be justified simply on the grounds that it provides prisoners with another chance to learn to read, write, work with numbers, and converse with a reasonable degree of assurance. This straightforward rationale is also tied to a notion that adult literacy adds a much needed aesthetic dimension to prisoners' experience and constitutes one of the few prison activities in which civil discourse might be fostered (p.50).

School Setting

Interviews with teachers at each of the five institutions indicate that all have school schedules which coincide with institutional routines. All sites were classroom settings. In two of the five settings, students faced in one direction like in a traditional classroom. In the others, the seating arrangement was around circular or large square tables allowing for greater interaction between students.

One of the institutions provided for "night school" but, due to prison scheduling and security issues, the realization of night school takes on a significant effort.

All sites had an established waiting list of prisoners who are interested in attending school. In two prisons, the number of individuals placed on the waiting list was as numerous as the total available seats in class. Approximately 17.5% of the total prison population of the five sites were active in schooling (Please see Table 1).