Quality youth justice systems (a) limit the use of confinement to cases where it is objectively necessary, (b) ensure the health and safety of all confined youth, (c) provide effective treatments and developmentally appropriate programming, and (d) continually monitor and evaluate their effectiveness. These goals apply to all forms of secure confinement regardless of financing or organizational configuration.
Access to education is a constant theme in discussions germane to correctional reform, particularly to reduce rule breaking while incarcerated and re-offending after release from prison. Focusing on the latter, we examine the extent to which education is accessible for individuals who have felonious non-violent records in the United States (US). We generated a stratified random sample of 85 institutions of higher education (IHE) in the northeastern US and analyzed emails from admission departments in response to inquiries about how a felony record would affect admissions decisions. Results from multivariate models indicate that the institution type (public vs. private) significantly predicts how an IHE would use an individual’s criminal history in admissions decisions. Public IHEs are less likely to consider criminal history when reviewing an individual’s application and IHEs with higher proportions of minority students are associated with reduced consideration of an applicant’s criminal history in admissions decisions.
The growing influence of technology is creating a new urgency for criminal justice reform, but the decentralized development of programs makes it difficult to track promising projects or bring them to scale. Justice stakeholders are faced with the challenge of assessing technical innovations while they often lack the tools and resources to meet the challenge.