by Georgia Center for Opportunity | Dec 3, 2013
The Governor’s Special Council on Criminal Justice Reform invited organizations from across the state to present recommendations for improving ex-offender outcomes at the Department of Corrections Headquarters in Forsyth, Georgia, Tuesday, November 26.
Eric Cochling, VP of Policy Advancement for Georgia Center for Opportunity, testified before the council with proposals generated from GCO’s Prisoner Reentry Working Group on ways to improve employment opportunities for Georgia’s ex-offenders.
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- Georgia Center for Opportunity’s Eric Cochling testifying before the Governor’s Criminal Justice Reform Council.
He outlined the following five recommendations for the state to consider implementing:
- Lift driver’s license suspensions for drug offenders who have not committed a driving-related crime.
- Ensure offender’s identification is secured prior to release so they will be ready to apply for a job upon leaving prison.
- Incentivize employers to hire ex-offenders through offering tax credits or deductions, a bonding program, and protection from liability.
- Increase ex-offenders’ chances of being hired by postponing questions about criminal convictions until after an interview has been conducted, with the state setting the example by implementing this recommendation for public employment first.
- Lift professional licensing restrictions to allow ex-offenders to work in occupations that were previously off-limits to them because of a felony conviction that is unrelated to the professional license being sought.
Testifying before the Governor’s Council proved to be a critical first step in presenting GCO’s working group findings to state leaders, as the council consists of legislative, judicial, and executive appointees, as well as representatives from various sectors of criminal justice at the state and local level.
Established by the Governor in 2011 to protect public safety and hold offenders accountable while controlling state costs, the council has proposed significant reforms for adult sentencing and corrections and juvenile justice. Due to the success of the council’s recommendations and landmark legislation being passed during the 2012 and 2013 legislative sessions, Governor Deal commissioned the council to focus on improving prisoner reentry in the state next year, too.
For the upcoming 2014 legislative session, the council is working diligently to compile the best recommendations for the state to implement to reduce recidivism. However, due to the scope of this assignment, bills outlining the council’s recommendations may be introduced over the next couple of sessions.
Eric’s presentation received a positive response from council members leading them to ask several follow-up questions about other states that have enacted similar reforms. GCO is grateful for the opportunity to present and hopes that the council seriously considers our recommendations.
The recommendations for increasing employment opportunities for ex-offenders represent a sample of the reforms being proposed by GCO’s working group. Future recommendations will likely include ways to reduce debt and increase savings for prisoners, establish reentry courts, and implement specialized transitional centers across the state, among others.
by Kimberly Sawatka | Dec 2, 2013
Experts in education gathered to discuss the barriers that hinder Georgians from reaching postsecondary success at the first College and Career Pathways Working Group, held November 13. Among those in attendance were leaders from noted college readiness nonprofits, leaders from the private sector, and postsecondary educators.
Beginning this important dialogue included a look at what “college” and “career” readiness signifies for students in Georgia. Sources such as Achieve, Inc. say that:
“…“[C]ollege ready” means being prepared for any postsecondary education or training experience, including study at two- and four-year institutions leading to a postsecondary credential (i.e. a certificate, license, Associate’s, or Bachelor’s degree).”
Georgians must possess the tools to thrive in a two year or four year college setting, as well as have the ability to learn quickly with on-the-job training. Members of the working group aim to outline a vision of “readiness” that channels efforts in schools to not only help students meet educational benchmarks, but also prepare more students for “real world” challenges. Refining these definitions and giving context to the way students in Georgia are prepared for higher education and employment will be a key next step for the working group.
Discussion at the first meeting also focused on improving the quality of teaching in schools across Georgia. Student and parent interaction with teachers can greatly impact the likelihood a child is adequately prepared for postsecondary education. Public Impact, a research and strategy collective focused on quality k-12 learning, finds that one high quality teacher can produce up to a year and a half of learning progress in just one year. Also considered was the need to recruit more high quality educators while raising the accountability of all stakeholders–parents, teachers, and students alike. Exploring ways to link teacher evaluations with student performance will be an equally important next step.
The College and Career Pathways Working Group will continue to review the challenges students face–including identifying common qualities college-ready students share and examining how schools serve at-risk students. Going forward, experts of the group will meet monthly for the next year, continuing on December 18. For more information on The College and Career Pathways Initiative please visit the GCO website here.
by Kimberly Sawatka | Nov 6, 2013
There are many pathways that will lead students to success later in life. We just have to get them started. Courtesy: Experience
The dream of an abounding future for folks in Georgia obliges a closer look at the current pathways for our young ones to reach success as adults. College attendance is shifting from a privilege for a small group, to a growing necessity for the majority of us. Sources such as the Lumina Foundation project that by 2025 60% of all jobs in America will require an Associate’s degree or higher. Currently only 36% of working Georgians have reached this mark.
In addition to preparing more students for traditional college settings, it is imperative that we build new pathways that lead directly to thriving jobs. Technical colleges, apprenticeships, public-private partnerships and other training programs remain underutilized resources that could provide new possibilities for student outcomes. To create a seamless transition from high school to postsecondary education, and on to careers, we must remove barriers to opportunity now.
The Georgia Center for Opportunity is excited to launch its College and Career Pathways Working Group this November. With a mission to discuss the issues that bar students from postsecondary success, GCO has assembled a cohort of experts across the education space to lend their experience and insights to creating sustainable solutions.
Key Focus Areas of College and Career Pathways
- Defining college and career readiness
- Teacher quality in Georgia
- Use of virtual learning for college and career readiness
- Identify important components of the transition to postsecondary education
- Impact of the rising cost of college attendance
At GCO we look forward to creating a new dialogue for college and career readiness in Georgia. Finding solutions for the problems that threaten to keep more Georgians off the path to middle class by middle age will undoubtedly require that we draw support not only from experts, but also schools, communities and at home. What part can each of us take to adequately prepare youngsters to make their dreams a reality? Let’s share the work of making tomorrow a little peachier!
by Georgia Center for Opportunity | Nov 5, 2013
Inmates of any faith are encouraged to apply to the first “Faith and Character-Based” prison in Georgia, at Walker State Prison, located in the northwest corner of the state. The Georgia Department of Corrections (GDC) is seeking to positively affect inmate behavior and reduce recidivism through this newly established program, which focuses on accountability, responsibility, integrity, and faith.
Inmates at Walker State Prison performing
An important part of GCO’s research within its Prisoner Reentry Initiative involves visiting correctional facilities throughout the state to view firsthand what programs and services GDC offers to prepare offenders to transition back into society. This varies greatly by the quality of education, training, and treatment they receive during their incarceration. Some facilities are better than others, and this prison impressed us as having great potential for success.
Changed Expectations: A Prison of Hope
Pulling up to Walker State Prison, it appeared that the prison was just like any other from the outside: razor-wire fence, guard tower, patrol car, lock-down facilities, and an overall feeling of intimidation. However, inside the prison, the atmosphere was quite different from what I expected. We were greeted by respectful inmates with head nods and hand-shakes, who appeared somewhat happy to see visitors. From observing a group of men in a classroom taking guitar lessons to seeing a large mural in the cafeteria depicting a scene from the Garden of Eden, an air of hope seemed to permeate the otherwise grim state facility.
What the GDC started in recent years with a dozen or so faith and character-based dorms throughout the state has evolved into this new two-year initiative being tested in Georgia. The success of these initial dorms paved the way for expanding the program into a prison-wide capacity at Walker in August 2011. This idea was first tested by Lawtey Correctional Institution in Starke, Florida, whose faith and character-based program has shown to positively affect inmate behavior and reduce recidivism since 2003.
Once inmates complete the two-year program, they will either transition into society (via parole, probation, or maxing-out) or transfer to another prison to finish their sentence. Participation in the faith-based component of the program is optional to inmates, but it can be readily accessed through taking various elective classes that are offered. Further, volunteers from the community come into the prison to mentor and help inmates grow in their respective faiths.
Culture of Reform = Unlocked Lockers
At the core of the program is the idea that inmates should be men of character. This is not a policy that is forced from the top-down; rather, it is a goal that each inmate internalizes personally.The pilot group of men adopted articles that govern the way they interact with each other and painted them on the cafeteria wall to be on display for all to see. They even decided to keep all of the lockers in their living quarters unlocked as a reminder to be men of integrity. This powerful symbol – exemplified in the unlocked locker – shows the extent to which the inmates strive to create a culture of reform that is distinct from other prisons.
The staff and inmates at Walker State Prison are cultivating something that is indeed unique among Georgia prisons, as well as in the country at large.
The chaplain shared with us that sometimes men come into his office crying because they feel a sense of release from the oppression that marks the prisons from where they came.
It often takes time for inmates who recently transfer into Walker to adjust to the new prison culture. However, once this starts to happen, the shell around their heart begins to crack, and for the first time in years an inmate may be seen with a smile on his face, finding a ray of hope during this dark time in his life.
Educational Focus
During our visit, I had the opportunity to attend one of the elective classes offered at the prison, taught by volunteer Bruce King. He provides valuable assessments to measure inmates’ vocational competencies and gifts, where they discover the type of jobs for which they are a good fit. They also learn how to reframe their story in a positive light and explain to employers why they are the best candidates for a particular job. This seminar gives inmates priceless tools to overcome formidable barriers to employment (such as getting hired with a criminal record), as well as the confidence to know what they are naturally good at doing.
Much more than seminars are offered. In fact, the entire prison has an educational focus. The inmates spend their day taking both general education and elective classes. The general education classes have proven to be very successful in enabling inmates to acquire a GED certification. Elective classes are more faith-focused, allowing inmates to choose classes based on their respective faiths. Currently Christianity, Judaism, Islam, Buddhism, Jehovah’s Witness, and Wiccan faiths are represented.
The electives are facilitated entirely by inmates and volunteers, as the state does not provide funding or staff to run the faith and character-based program. Two electives at the prison, Greek and Hebrew classes, are taught by seminary-trained inmates from Phillips State Prison (this prison offers courses from New Orleans Baptist Theological Seminary). This model of inmate-facilitation provides a great opportunity for inmates to assume leadership roles, to grow in confidence, to hone their professional skills, and to positively impact their fellow inmates.
Beautiful Trash and Second Chances
The counselor at the prison introduced us to several inmates throughout our tour, and one of these men supervised the art program. We had the privilege of seeing pictures of some of the masterpieces this group produced. The majority of their paintings depicted scenes from the Bible, such as Jesus praying in the Garden of Gethsemane and Daniel in the lion’s den. They paint the murals on bed sheets and donate them to churches, foster homes, vacation Bible schools, etc. The group also uses recycled cardboard to build creative works of art, including a toy castle, motorcycle, model plane, and a life-sized grandfather clock with coke insignia all over it (this piece looked so good that it’s now sitting in the Coca-Cola Museum).
The supervisor of this group of artists told us that the message they want to convey through their artwork is that God takes what the world deems as trash and turns it into something beautiful.
It is this same message of redemption that they hope to communicate with their lives.
On a larger scale, at Walker inmates are beginning to see what is possible as they develop a new way of thinking and believing, recovering what has been marred from years of destructive thought patterns. They are seeing their worth as human beings who have been given unique gifts and abilities, and recognizing fresh opportunities where they can serve other people.
For offenders who desire a second chance at life, Walker State Prison is a good place to begin this journey.
by Kimberly Sawatka | Oct 9, 2013
As Breakthrough fellows at the Georgia Center for Opportunity (GCO), experiences in the community provide unique insights and personal touches to the research they lead. Recently Michael, Yenipher and Aundrea had the opportunity to visit Ivy Preparatory Academy, an all- girl charter school in our backyard here in Norcross, GA.
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- Students at Ivy Prep practice their “ones” and “twos”. Courtesy: Ivyprepacademy.org
Michael:
From the moment we arrived I could tell Ivy Prep is devoted to one powerful mission – developing college-ready scholars. And not just for any college – this school strives to prepare its students to be scholars at our nation’s most prestigious colleges and universities.
Touring the campus, friendly student ambassadors directed us from classroom to classroom where we noticed that each time a teacher asked a question, instead of raising their hand or avoiding eye contact with the teacher, students would raise one or two fingers indicating that they either knew the answer (“ones”) or were unsure of it (“twos”). This method of student participation was just one unique aspect of the Ivy Prep culture we became familiar with during our tour.
Culture is a critical component in creating the unique setting at Ivy Prep. A week prior to starting sixth grade students learn to raise one or two fingers when responding to a question, what to wear and what not to wear, how they are to behave transitioning between classes, and so forth. This week of training, known as “Culture Week”, sets the tempo for the remainder of their educational experience at Ivy Prep. Additionally, the culture prepares students to thrive in alternative classroom settings. For high schoolers at Ivy Prep, an integrated technological approach– or blended learning model– allows students to complete all of their courses online with the exception of math and language arts providing more freedom to work at their own pace.
Yenipher:
While Touring Ivy Prep, there were posters of different colleges and universities, motivational quotes and pictures of role models everywhere. Interacting with a group of girls waiting outside a classroom, they spoke well of their school experience, were well disciplined, educated and motivated to go to college.
The visit solidified the importance of educational attainment. Parents sometimes underestimate the large percentage of time children spend in school, the importance of the quality of their education and the environment that shapes their development. It can take extra steps to find the right school for your child, but it can make a difference of a lifetime.
Through the example of Ivy Prep, it seemed many more students in Georgia can benefit from opportunities such as these. Many parents are just not aware of Ivy Prep or similar schools and how it can transform a child for the better. Parents need to value educational attainment in order for their child to do so. One values educational attainment by making sure that the school their child attends produces quality results and instills principles the parent believes in.
Aundrea:
Within the beautiful facilities of Ivy Preparatory Academy, it touched me as a woman of color to see such a diverse group of young ladies being directed to “Believe. Achieve. Succeed”–the school’s foundational motto. Likewise, the evident culture of college at Ivy Prep, attentive participation within the classrooms, and stylishly uniformed students bustling about all served as a great introduction to charter schools for me.
More than 2.3 million students now attend charter schools across the U.S., and these innovative models are quickly becoming staple education options in communities all around Georgia. For parents exploring alternatives to a traditional public schools, theses charter school settings can be positive learning environments for kids. Additional time in the classroom, blended learning models, and the single gender setting–which was adopted to give girls a chance to just be themselves–are some of the ways Ivy Prep aids their students in becoming successful scholars. And all without steep tuition costs!
Still, it is important to remember charter schools face obstacles similar to traditional public schools–such as constricted funding and surpassing state academic standards. If you are considering alternatives to traditional school settings it is important to be thorough in your search for finding the right learning environment for your child. There are many charter schools in the Metro Atlanta Area, so look for schools that fit your child’s interest or offer special programs. Take a tour of a school you are interested in to see the learning model in action. Investigate what success the school has had by checking out testing scores and college placement results. Or ask others in your community about their experience with charter schools. These were all important lessons from our day with the Ivies.
by Georgia Center for Opportunity | Sep 12, 2013
Recently, the Georgia Center for Opportunity (GCO) conducted its second working group meeting on the issue of prisoner reentry. Working group members traveled from across the metro-Atlanta area to convene with like-minded professionals who desire to see prisoners succeed in reentering society. The members come from a variety of professional backgrounds, including criminal justice agencies, various non-profits, addiction recovery, research, and reentry consulting (not to mention one member is a former prisoner himself).
Employment is the first area of focus that we chose to address as a working group. This was a logical place to start because of the critical role employment plays in the successful reintegration of offenders. For starters, having a job enables ex-offenders to meet their basic needs for food, housing, clothing, and transportation. Secondly, it affords them the means to meet various obligations that they may have, including paying child support, court fees, damages, and restitution. Last but not least, work provides offenders with an important sense of purpose, accomplishment, and worth which are essential for human thriving. For all of these reasons, having a job and maintaining it is one of the strongest antidotes for recidivism.
However, getting a job is not that easy for a person coming out of a prison. One of the main reasons for this is due to the fact that he carries an unattractive criminal record.
Each time an ex-offender seeks a job, he must face the dreaded question “Have you ever been convicted of a felony?”
It is precisely his response to this question that will most likely disqualify him from the job that he seeks. It is not likely that he will get a chance to explain his arrest or conviction to the employer before he is screened from the pool of applicants. All the ex-offender wants is the opportunity to demonstrate that he is the right man for the job, but the box on the application keeps him from showing the employer the extent to which he is qualified.
It would be easy to condemn employers for not hiring more ex-offenders, but we also must consider their point of view. Employers desire to hire the best possible candidates for positions that they are trying to fill, and they may reasonably feel that a college graduate better suits a given position than a 30-year-old ex-offender with no prior work experience. Employers want workers who have demonstrated success, who have proven their reliability, who will represent their company well, who are effective at managing their time, and who can appropriately handle stressful situations. They want problem-solvers, and they have little patience for problem-creators. If they have reason to believe that an ex-offender may create issues in the workplace because of her history, it is understandable why they would show reserve in hiring her.
However, without considering an ex-offender’s qualifications, the obstacles she has overcome, and the potential that she offers, an employer is cutting both himself and the ex-offender short.
In automatically screening those with a criminal history from the pool of applicants and labeling them as a liability to the company, an employer could be passing up his best employee. Many offenders are itching to prove themselves to employers, to their families, and to the community, and they will go to great lengths to do just that. They want to demonstrate that their lives have been turned around; they want to show that they can provide for the needs of their families; they want a shot at redemption.
In discussing this reality, the working group agreed that employers should take three things into consideration in order to ensure a fair hiring process. These include the nature of the crime committed and its relation to the position sought, the amount of time that has elapsed since the crime, and the qualifications of the ex-offender in reference to the job. By taking these criteria into account, the employer can assess the risk that the ex-offender may pose to her company, while also evaluating the value that he would bring.
Finally, the group discussed the benefits that could occur by an employer postponing the question about criminal history until after the interview is conducted. This policy would be good for several reasons: It would allow the ex-offender to put his best foot forward during the job interview; it would enable the employer to critically evaluate the applicant’s qualifications independent of his record; and finally, it would give the ex-offender a chance to explain his felony conviction in person. This process would promote fairer hiring practices and would greatly enhance an ex-offender’s opportunity of getting a job.
And in a world of seemingly insurmountable odds, ex-offenders need all the opportunity that they can get.
Related links:
• Roberta Meyers, Ray P. McClain, and Lewis Maltby, “Best Practice Standards: The Proper Use of Criminal Records in Hiring,” The Legal Action Center, the Lawyers’ Committee for Civil Rights Under Law, and National Workrights Institute, 2013, http://www.lac.org/doc_library/lac/publications/Best_Practices_Standards_-_The_Proper_Use_of_Criminal_Records_in_Hiring.pdf.
• Paul Samuels and Debbie Mukamal, “After Prison: Roadblocks to Reentry. A Report on State Legal Barriers Facing People with Criminal Records,” A Report by the Legal Action Center, 2004, http://www.lac.org/roadblocks-to-reentry/upload/lacreport/LAC_PrintReport.pdf.
• Margaret Colgate Love, “Relief from the Collateral Consequences of a Criminal Conviction: A State-by-State Resource Guide,” Prepared with support from an Open Society Institute fellowship, October 2005, http://blogs.law.columbia.edu/4cs/files/2008/11/statebystaterelieffromcccc.pdf.
• “How to Cut Prison Costs” New York Times, November 10, 2012, http://www.nytimes.com/2012/11/11/opinion/sunday/how-to-cut-prison-costs.html.
