GED Success Rates for Inmates at a Federal Correctional Facility Based on Reading Level: A Correlational Study Public Deposited

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Last Modified
  • March 19, 2019
  • Brand, Cynthia
    • Affiliation: School of Education
  • Correctional education programs provide a means for inmates to gain the knowledge or skills that may assist them in making a more successful transition back to society. The purpose of this study was to compare the GED success rates of inmates who had been identified as having low reading levels to their higher functioning peers. Graduation rates as well as scores on practice and official GED subtests were compared for thirty low level readers and thirty inmates with higher reading levels. Inmates' perceptions of themselves as learners and their personal motivations for continuing their educational endeavors were also examined. Chi square results indicated that graduation rates were lower for struggling readers and literacy enrollment periods were longer for these inmates. Results from a t test of independence revealed significant differences in some, but not all practice and official GED subtests. A written survey provided inmate feedback regarding their learning preference and personal motivations. Results indicated that inmates with lower reading levels preferred to learn in the same manner as their counterparts, would be just as likely to voluntarily enroll in school, wanted similar goals or outcomes from education programming, and responded to questions pertaining to their motivation for completing their education no differently than higher functioning inmates.
Date of publication
Resource type
Rights statement
  • In Copyright
  • Rong, Xue Lan
  • Hughes-Hassell, Sandra
  • Stone, Lynda
  • Akers, Kimberly
  • Day, Barbara
  • Doctor of Education
Degree granting institution
  • University of North Carolina at Chapel Hill School of Education
Graduation year
  • 2014
Place of publication
  • Chapel Hill, NC
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