Assignment Prompt & Instructions
[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)
– a year ago
**files (3)**
– ## Assignment3.docx
– ## LogicModel.pptx
– ## ProgramOverview.docx
**## Assignment3.docx**
Due 4/25/2025
For this assignment, you should
**build on previous assignments and discussion postings to create a comprehensive program evaluation plan**. Using the program you have identified in assignments #1 and #2, (The University of Mississippi’s Prison to College Pipeline Program (PTCPP)) discuss the following aspects in detail: description of the program and population served, activities of the program, program outcomes, the theoretical basis for the program, selected evaluation model, sources of data, methods of data collection and analysis, and your plan for reporting/disseminating the evaluation findings. You should provide a rationale for all of your choices, with literature to support them when appropriate. Please be sure to also include a discussion of ethical considerations and your plan for communicating with program staff and stakeholders throughout all phases of the evaluation. Your paper should be between 6 to 8 pages. When citing the literature,
**please remember to follow APA style**.
Please use the following headings in your paper to improve organization and ensure all required areas are discussed:
·
**Program Description** (Including a description of the program, population served, activities of the program, and program expected outcomes)
·
**Evaluation Preparation** (Including theoretical basis for the program, selected evaluation model or framework, Logic Model, sources of data, and methods of data collection/analysis)
·
**Evaluation Reporting** (Including Reporting/dissemination of the evaluation findings, ethical considerations, and communication to staff and stakeholders)
· References
**## LogicModel.pptx**
Logic Model
for
Prison-to-college Pipeline Program (PTCPP)
Logic Model For Prison-to-College Pipeline Program (PTCPP)
| |
| — |
| Inputs |
| Funding from grants and donations |
| Trained University Faculty |
| Correctional Facility Support |
| Curriculum materials and<br>Technology |
| Volunteers from the community |
| |
| — |
| Activities |
| Offer college-level courses |
| Provide academic mentoring and counselling |
| Provide workshops regarding skills and reentry planning |
| Offer training and coordination for the faculty |
| Provide guidance on completing financial aid forms |
| |
| — |
| Outputs |
| The number of courses being offered |
| The number of participants enrolled |
| The number of tutoring sessions conducted |
| Number of participants receiving degrees/<br>certificates |
| The number of classes completed |
| |
| — |
| Outcomes |
| Short-Term: An increase in academic performance |
| Mid-term: Increased access to academic and support services |
| Long-term: Degree or certificate completion |
| Long-term: Successful reintegration in society |
| Long-term: Decrease in recidivism |
| |
| — |
| Methods of Assessment |
| Grades and varying evaluations |
| Analyzing Transcripts |
| Teacher Observations |
| Having interviews and surveys with the participants |
| Post-academic testing |
## image1.jpg
**## ProgramOverview.docx**
Running head: PROGRAM OVERVIEW 1
Running head: PROGRAM OVERVIEW 3
PROGRAM OVERVIEW
**Program Overview**
**Introduction**
Imprisonment remains a problem in America, more so in Mississippi, which is among the states with high imprisonment rates (1,020 per 100,000 residents) (Initiative, n.d.). An example of a relatively reasonable initiative in this direction is the Prison-to-College Pipeline Program (PTCPP), initiated by the University of Mississippi. This paper discusses the mission of the program, the population that this program targets, the services offered, the need of the community served, the benefits of evaluation, the evaluation models suitable for this program, ethical issues that are likely to be encountered while evaluating this program, and the planning processes suitable for this program.
**Criminal Justice Program**
PTCPP is a university-community engagement program started in 2014 by Patrick Elliot Alexander & Otis W. Pickett (The University of Mississippi, 2021). The organization, situated in Mississippi, emerged as a direct response to the high rates of incarceration and little college education for the incarcerated. It offers college courses in correctional settings for college credit, such as at Parchman Penitentiary and Central Mississippi Correctional Facility. It is centered on disciplines related to the study of human subjects, such as literature, history, and creative writing, and is conducted by university professors in a discussion-based format (Alexander & Pickett, 2018).
**Mission and Population Served**
The mission of the PTCPP is to foster college education in prison and to combat education invisibility that characterizes the American prison system. The ideas are centered on enabling change in learners who will embrace social commitment, involvement, and character adjustment. Namely, it concerns inmates of the State of Mississippi's facilities who have attained a high school diploma or GED and are willing to continue their education in college (The University of Mississippi, n.d.). These students are mainly from marginalized communities who rarely have a chance to continue their studies or find formal employment.
**Services**
The PTCPP offers humanities-based, college-level credit-bearing courses under the guidance of university instructors. Students learn at a particular level, and the program is challenging for those who have not been incarcerated. It also instructs students to write their works and participate in public scholarly activities, thereby enhancing their academic and civic personality (Alexander & Pickett, 2018). The approved PTCPP courses will also highlight issues related to civil rights, the history of African American society, African American literature, and creative writing, thereby aligning with education and transformation.
**Community Needs**
As described above, the PTCPP directly focuses on addressing a concern that is crucial to the society of Mississippi; that is, the under-education of prisoners. As the study indicates, Mississippi is one of the leading states in the US with the highest incarceration rates, and most of the incarcerated people are black and have low household income (Zamani-Gallaher & Fuller, 2016). A literature review also revealed that education plays a significant role in reducing recidivism. For instance, Halkovic (2014) argues that other college-in-prison programs are more effective in decreasing recidivism than any other correctional education. Additionally, education enhances employment opportunities, fosters family relationships, and alleviates the government's tax burden in cases where inmates are provided with education (Halkovic, 2014).
**Evaluation Benefits**
To achieve the goal of understanding the effect and areas for improvement of PTCPP, program evaluation is crucial. An evaluation can occur in terms of output, which provides factual data on student achievement, completion rates, and recidivism rates. It also provides efficiency measurements, identifies operational issues, and offers suggestions for improvement. Routine assessment would also ensure that the program is on track to achieve its objectives and targets, taking into account the evolving education standards. In addition, a comprehensive assessment can also reveal program effectiveness to funding sources, legislators, and the public, which may ensure the program's sustainability (Alexander & Pickett, 2018).
**Evaluation Models**
One of the compatible models that can be used to assess the PTCPP is the utilization-focused (UFE) model, as its primary focus is on the use of evaluation results by key stakeholders (Patton, 2008). As a research partnership between the university faculty and correctional institutions, UFE ensures that the conclusions drawn are easily implementable within the university and correctional contexts. Secondly, it can help define goals, inputs, activities, outputs, and the long-term outcomes of the program, utilizing the logic model, which facilitates the organization of the data collection and analysis process.
**Ethical Considerations**
It is essential to note that the principles of ethics guide the evaluation of any educational program in prison. Since inmates are a unique/vulnerable category of people, principles of informed consent, confidentiality, and voluntary participation would have to be unavoidable. Evaluators must not appear to force a respondent to answer any questions, as respondents often have limited decision-making power within correctional facilities. It is also crucial that the evaluation does not interfere with the learning process or harm any of the participants. There should be an emphasis on cultural sensitivity and respect for the participant’s self-determination throughout the entire evaluation process (Zamani-Gallaher & Fuller, 2016).
**Initial Steps**
If given the opportunity to participate in an externally conducted evaluation, the initial procedure would be to consult with various stakeholders, including program directors, faculty, correctional staff, and learners. Next, I would review any documents that the program has created regarding its development, offerings, and past statistics. I would then create a Program logic to design the program, aiming to choose the most desirable outcome. Some of the approaches to data gathering include questionnaires completed by students, interviews with students and learners, and performance indicators. Lastly, I would establish a timeline to complement the outlined goals, acquire Institutional Review Board (IRB) approval, and establish standard operating procedures to maintain high levels of ethics and research credibility.
**Conclusion**
In this case, the Prison-to-College Pipeline Program offers an effective solution to mass incarceration, particularly in terms of education and human dignity. Share involves itself in providing college-level education for prisoners as a way of helping the most neglected society in Mississippi, due to a lack of educational facilities. Therefore, although aimed at students, the program also impacts recidivism and changes the lives of people in the community. By designing and conducting a well-structured and ethical evaluation plan, PTCPP can strengthen its position, demonstrate its sustainability and efficiency in the evolving perception of imprisonment and possibilities.
**References**
Alexander, P., & Pickett, O. W. (2018). The Prison-to-College Pipeline Program: An Ethical, Education-Based Response to Mass Incarceration in Mississippi.
_The Journal of African American History_,
_103_(4), 702–716.
[https://doi.org/10.1086/699955](https://doi.org/10.1086/699955)
Halkovic, A. (2014). Redefining Possible: Re-Visioning the Prison-to-College Pipeline.
_Equity & Excellence in Education_,
_47_(4), 494–512.
[https://doi.org/10.1080/10665684.2014.959284](https://doi.org/10.1080/10665684.2014.959284)
Initiative, P. P. (n.d.). Mississippi profile.
[https://www.prisonpolicy.org/profiles/MS.html](https://www.prisonpolicy.org/profiles/MS.html)
Patton, M. Q. (2008).
_Utilization-Focused Evaluation_. SAGE Publications.
[https://www.academia.edu/94268750/Utilization_Focused_Evaluation](https://www.academia.edu/94268750/Utilization_Focused_Evaluation)
The University of Mississippi. (2021). The PTCPP at Parchman, Part 1 – Prison-to-College Pipeline Program.
[https://ptcpp.olemiss.edu/the-ptcpp-at-parchman-part-1/](https://ptcpp.olemiss.edu/the-ptcpp-at-parchman-part-1/)
The University of Mississippi. (n.d.). Home Page. Retrieved from Prison-to-College Pipeline Program
[https://ptcpp.olemiss.edu/](https://ptcpp.olemiss.edu/)
Zamani-Gallaher, E. M., & Fuller, K. (2016). Altering the Pipeline to Prison and Pathways to Postsecondary Education. Feature on Research and Leadership. Vol. 1, No. 1.
[https://eric.ed.gov/?id=ED574524](https://eric.ed.gov/?id=ED574524)
**## ProgramOverview.docx**
Running head: PROGRAM OVERVIEW 1
Running head: PROGRAM OVERVIEW 3
PROGRAM OVERVIEW
**Program Overview**
**Introduction**
Imprisonment remains a problem in America, more so in Mississippi, which is among the states with high imprisonment rates (1,020 per 100,000 residents) (Initiative, n.d.). An example of a relatively reasonable initiative in this direction is the Prison-to-College Pipeline Program (PTCPP), initiated by the University of Mississippi. This paper discusses the mission of the program, the population that this program targets, the services offered, the need of the community served, the benefits of evaluation, the evaluation models suitable for this program, ethical issues that are likely to be encountered while evaluating this program, and the planning processes suitable for this program.
**Criminal Justice Program**
PTCPP is a university-community engagement program started in 2014 by Patrick Elliot Alexander & Otis W. Pickett (The University of Mississippi, 2021). The organization, situated in Mississippi, emerged as a direct response to the high rates of incarceration and little college education for the incarcerated. It offers college courses in correctional settings for college credit, such as at Parchman Penitentiary and Central Mississippi Correctional Facility. It is centered on disciplines related to the study of human subjects, such as literature, history, and creative writing, and is conducted by university professors in a discussion-based format (Alexander & Pickett, 2018).
**Mission and Population Served**
The mission of the PTCPP is to foster college education in prison and to combat education invisibility that characterizes the American prison system. The ideas are centered on enabling change in learners who will embrace social commitment, involvement, and character adjustment. Namely, it concerns inmates of the State of Mississippi's facilities who have attained a high school diploma or GED and are willing to continue their education in college (The University of Mississippi, n.d.). These students are mainly from marginalized communities who rarely have a chance to continue their studies or find formal employment.
**Services**
The PTCPP offers humanities-based, college-level credit-bearing courses under the guidance of university instructors. Students learn at a particular level, and the program is challenging for those who have not been incarcerated. It also instructs students to write their works and participate in public scholarly activities, thereby enhancing their academic and civic personality (Alexander & Pickett, 2018). The approved PTCPP courses will also highlight issues related to civil rights, the history of African American society, African American literature, and creative writing, thereby aligning with education and transformation.
**Community Needs**
As described above, the PTCPP directly focuses on addressing a concern that is crucial to the society of Mississippi; that is, the under-education of prisoners. As the study indicates, Mississippi is one of the leading states in the US with the highest incarceration rates, and most of the incarcerated people are black and have low household income (Zamani-Gallaher & Fuller, 2016). A literature review also revealed that education plays a significant role in reducing recidivism. For instance, Halkovic (2014) argues that other college-in-prison programs are more effective in decreasing recidivism than any other correctional education. Additionally, education enhances employment opportunities, fosters family relationships, and alleviates the government's tax burden in cases where inmates are provided with education (Halkovic, 2014).
**Evaluation Benefits**
To achieve the goal of understanding the effect and areas for improvement of PTCPP, program evaluation is crucial. An evaluation can occur in terms of output, which provides factual data on student achievement, completion rates, and recidivism rates. It also provides efficiency measurements, identifies operational issues, and offers suggestions for improvement. Routine assessment would also ensure that the program is on track to achieve its objectives and targets, taking into account the evolving education standards. In addition, a comprehensive assessment can also reveal program effectiveness to funding sources, legislators, and the public, which may ensure the program's sustainability (Alexander & Pickett, 2018).
**Evaluation Models**
One of the compatible models that can be used to assess the PTCPP is the utilization-focused (UFE) model, as its primary focus is on the use of evaluation results by key stakeholders (Patton, 2008). As a research partnership between the university faculty and correctional institutions, UFE ensures that the conclusions drawn are easily implementable within the university and correctional contexts. Secondly, it can help define goals, inputs, activities, outputs, and the long-term outcomes of the program, utilizing the logic model, which facilitates the organization of the data collection and analysis process.
**Ethical Considerations**
It is essential to note that the principles of ethics guide the evaluation of any educational program in prison. Since inmates are a unique/vulnerable category of people, principles of informed consent, confidentiality, and voluntary participation would have to be unavoidable. Evaluators must not appear to force a respondent to answer any questions, as respondents often have limited decision-making power within correctional facilities. It is also crucial that the evaluation does not interfere with the learning process or harm any of the participants. There should be an emphasis on cultural sensitivity and respect for the participant’s self-determination throughout the entire evaluation process (Zamani-Gallaher & Fuller, 2016).
**Initial Steps**
If given the opportunity to participate in an externally conducted evaluation, the initial procedure would be to consult with various stakeholders, including program directors, faculty, correctional staff, and learners. Next, I would review any documents that the program has created regarding its development, offerings, and past statistics. I would then create a Program logic to design the program, aiming to choose the most desirable outcome. Some of the approaches to data gathering include questionnaires completed by students, interviews with students and learners, and performance indicators. Lastly, I would establish a timeline to complement the outlined goals, acquire Institutional Review Board (IRB) approval, and establish standard operating procedures to maintain high levels of ethics and research credibility.
**Conclusion**
In this case, the Prison-to-College Pipeline Program offers an effective solution to mass incarceration, particularly in terms of education and human dignity. Share involves itself in providing college-level education for prisoners as a way of helping the most neglected society in Mississippi, due to a lack of educational facilities. Therefore, although aimed at students, the program also impacts recidivism and changes the lives of people in the community. By designing and conducting a well-structured and ethical evaluation plan, PTCPP can strengthen its position, demonstrate its sustainability and efficiency in the evolving perception of imprisonment and possibilities.
**References**
Alexander, P., & Pickett, O. W. (2018). The Prison-to-College Pipeline Program: An Ethical, Education-Based Response to Mass Incarceration in Mississippi.
_The Journal of African American History_,
_103_(4), 702–716.
[https://doi.org/10.1086/699955](https://doi.org/10.1086/699955)
Halkovic, A. (2014). Redefining Possible: Re-Visioning the Prison-to-College Pipeline.
_Equity & Excellence in Education_,
_47_(4), 494–512.
[https://doi.org/10.1080/10665684.2014.959284](https://doi.org/10.1080/10665684.2014.959284)
Initiative, P. P. (n.d.). Mississippi profile.
[https://www.prisonpolicy.org/profiles/MS.html](https://www.prisonpolicy.org/profiles/MS.html)
Patton, M. Q. (2008).
_Utilization-Focused Evaluation_. SAGE Publications.
[https://www.academia.edu/94268750/Utilization_Focused_Evaluation](https://www.academia.edu/94268750/Utilization_Focused_Evaluation)
The University of Mississippi. (2021). The PTCPP at Parchman, Part 1 – Prison-to-College Pipeline Program.
[https://ptcpp.olemiss.edu/the-ptcpp-at-parchman-part-1/](https://ptcpp.olemiss.edu/the-ptcpp-at-parchman-part-1/)
The University of Mississippi. (n.d.). Home Page. Retrieved from Prison-to-College Pipeline Program
[https://ptcpp.olemiss.edu/](https://ptcpp.olemiss.edu/)
Zamani-Gallaher, E. M., & Fuller, K. (2016). Altering the Pipeline to Prison and Pathways to Postsecondary Education. Feature on Research and Leadership. Vol. 1, No. 1.
[https://eric.ed.gov/?id=ED574524](https://eric.ed.gov/?id=ED574524)
**## Assignment3.docx**
Due 4/25/2025
For this assignment, you should
**build on previous assignments and discussion postings to create a comprehensive program evaluation plan**. Using the program you have identified in assignments #1 and #2, (The University of Mississippi’s Prison to College Pipeline Program (PTCPP)) discuss the following aspects in detail: description of the program and population served, activities of the program, program outcomes, the theoretical basis for the program, selected evaluation model, sources of data, methods of data collection and analysis, and your plan for reporting/disseminating the evaluation findings. You should provide a rationale for all of your choices, with literature to support them when appropriate. Please be sure to also include a discussion of ethical considerations and your plan for communicating with program staff and stakeholders throughout all phases of the evaluation. Your paper should be between 6 to 8 pages. When citing the literature,
**please remember to follow APA style**.
Please use the following headings in your paper to improve organization and ensure all required areas are discussed:
·
**Program Description** (Including a description of the program, population served, activities of the program, and program expected outcomes)
·
**Evaluation Preparation** (Including theoretical basis for the program, selected evaluation model or framework, Logic Model, sources of data, and methods of data collection/analysis)
·
**Evaluation Reporting** (Including Reporting/dissemination of the evaluation findings, ethical considerations, and communication to staff and stakeholders)
· References
**## LogicModel.pptx**
Logic Model
for
Prison-to-college Pipeline Program (PTCPP)
Logic Model For Prison-to-College Pipeline Program (PTCPP)
| |
| — |
| Inputs |
| Funding from grants and donations |
| Trained University Faculty |
| Correctional Facility Support |
| Curriculum materials and<br>Technology |
| Volunteers from the community |
| |
| — |
| Activities |
| Offer college-level courses |
| Provide academic mentoring and counselling |
| Provide workshops regarding skills and reentry planning |
| Offer training and coordination for the faculty |
| Provide guidance on completing financial aid forms |
| |
| — |
| Outputs |
| The number of courses being offered |
| The number of participants enrolled |
| The number of tutoring sessions conducted |
| Number of participants receiving degrees/<br>certificates |
| The number of classes completed |
| |
| — |
| Outcomes |
| Short-Term: An increase in academic performance |
| Mid-term: Increased access to academic and support services |
| Long-term: Degree or certificate completion |
| Long-term: Successful reintegration in society |
| Long-term: Decrease in recidivism |
| |
| — |
| Methods of Assessment |
| Grades and varying evaluations |
| Analyzing Transcripts |
| Teacher Observations |
| Having interviews and surveys with the participants |
| Post-academic testing |
## image1.jpg
**## ProgramOverview.docx**
Running head: PROGRAM OVERVIEW 1
Running head: PROGRAM OVERVIEW 3
PROGRAM OVERVIEW
**Program Overview**
**Introduction**
Imprisonment remains a problem in America, more so in Mississippi, which is among the states with high imprisonment rates (1,020 per 100,000 residents) (Initiative, n.d.). An example of a relatively reasonable initiative in this direction is the Prison-to-College Pipeline Program (PTCPP), initiated by the University of Mississippi. This paper discusses the mission of the program, the population that this program targets, the services offered, the need of the community served, the benefits of evaluation, the evaluation models suitable for this program, ethical issues that are likely to be encountered while evaluating this program, and the planning processes suitable for this program.
**Criminal Justice Program**
PTCPP is a university-community engagement program started in 2014 by Patrick Elliot Alexander & Otis W. Pickett (The University of Mississippi, 2021). The organization, situated in Mississippi, emerged as a direct response to the high rates of incarceration and little college education for the incarcerated. It offers college courses in correctional settings for college credit, such as at Parchman Penitentiary and Central Mississippi Correctional Facility. It is centered on disciplines related to the study of human subjects, such as literature, history, and creative writing, and is conducted by university professors in a discussion-based format (Alexander & Pickett, 2018).
**Mission and Population Served**
The mission of the PTCPP is to foster college education in prison and to combat education invisibility that characterizes the American prison system. The ideas are centered on enabling change in learners who will embrace social commitment, involvement, and character adjustment. Namely, it concerns inmates of the State of Mississippi's facilities who have attained a high school diploma or GED and are willing to continue their education in college (The University of Mississippi, n.d.). These students are mainly from marginalized communities who rarely have a chance to continue their studies or find formal employment.
**Services**
The PTCPP offers humanities-based, college-level credit-bearing courses under the guidance of university instructors. Students learn at a particular level, and the program is challenging for those who have not been incarcerated. It also instructs students to write their works and participate in public scholarly activities, thereby enhancing their academic and civic personality (Alexander & Pickett, 2018). The approved PTCPP courses will also highlight issues related to civil rights, the history of African American society, African American literature, and creative writing, thereby aligning with education and transformation.
**Community Needs**
As described above, the PTCPP directly focuses on addressing a concern that is crucial to the society of Mississippi; that is, the under-education of prisoners. As the study indicates, Mississippi is one of the leading states in the US with the highest incarceration rates, and most of the incarcerated people are black and have low household income (Zamani-Gallaher & Fuller, 2016). A literature review also revealed that education plays a significant role in reducing recidivism. For instance, Halkovic (2014) argues that other college-in-prison programs are more effective in decreasing recidivism than any other correctional education. Additionally, education enhances employment opportunities, fosters family relationships, and alleviates the government's tax burden in cases where inmates are provided with education (Halkovic, 2014).
**Evaluation Benefits**
To achieve the goal of understanding the effect and areas for improvement of PTCPP, program evaluation is crucial. An evaluation can occur in terms of output, which provides factual data on student achievement, completion rates, and recidivism rates. It also provides efficiency measurements, identifies operational issues, and offers suggestions for improvement. Routine assessment would also ensure that the program is on track to achieve its objectives and targets, taking into account the evolving education standards. In addition, a comprehensive assessment can also reveal program effectiveness to funding sources, legislators, and the public, which may ensure the program's sustainability (Alexander & Pickett, 2018).
**Evaluation Models**
One of the compatible models that can be used to assess the PTCPP is the utilization-focused (UFE) model, as its primary focus is on the use of evaluation results by key stakeholders (Patton, 2008). As a research partnership between the university faculty and correctional institutions, UFE ensures that the conclusions drawn are easily implementable within the university and correctional contexts. Secondly, it can help define goals, inputs, activities, outputs, and the long-term outcomes of the program, utilizing the logic model, which facilitates the organization of the data collection and analysis process.
**Ethical Considerations**
It is essential to note that the principles of ethics guide the evaluation of any educational program in prison. Since inmates are a unique/vulnerable category of people, principles of informed consent, confidentiality, and voluntary participation would have to be unavoidable. Evaluators must not appear to force a respondent to answer any questions, as respondents often have limited decision-making power within correctional facilities. It is also crucial that the evaluation does not interfere with the learning process or harm any of the participants. There should be an emphasis on cultural sensitivity and respect for the participant’s self-determination throughout the entire evaluation process (Zamani-Gallaher & Fuller, 2016).
**Initial Steps**
If given the opportunity to participate in an externally conducted evaluation, the initial procedure would be to consult with various stakeholders, including program directors, faculty, correctional staff, and learners. Next, I would review any documents that the program has created regarding its development, offerings, and past statistics. I would then create a Program logic to design the program, aiming to choose the most desirable outcome. Some of the approaches to data gathering include questionnaires completed by students, interviews with students and learners, and performance indicators. Lastly, I would establish a timeline to complement the outlined goals, acquire Institutional Review Board (IRB) approval, and establish standard operating procedures to maintain high levels of ethics and research credibility.
**Conclusion**
In this case, the Prison-to-College Pipeline Program offers an effective solution to mass incarceration, particularly in terms of education and human dignity. Share involves itself in providing college-level education for prisoners as a way of helping the most neglected society in Mississippi, due to a lack of educational facilities. Therefore, although aimed at students, the program also impacts recidivism and changes the lives of people in the community. By designing and conducting a well-structured and ethical evaluation plan, PTCPP can strengthen its position, demonstrate its sustainability and efficiency in the evolving perception of imprisonment and possibilities.
**References**
Alexander, P., & Pickett, O. W. (2018). The Prison-to-College Pipeline Program: An Ethical, Education-Based Response to Mass Incarceration in Mississippi.
_The Journal of African American History_,
_103_(4), 702–716.
[https://doi.org/10.1086/699955](https://doi.org/10.1086/699955)
Halkovic, A. (2014). Redefining Possible: Re-Visioning the Prison-to-College Pipeline.
_Equity & Excellence in Education_,
_47_(4), 494–512.
[https://doi.org/10.1080/10665684.2014.959284](https://doi.org/10.1080/10665684.2014.959284)
Initiative, P. P. (n.d.). Mississippi profile.
[https://www.prisonpolicy.org/profiles/MS.html](https://www.prisonpolicy.org/profiles/MS.html)
Patton, M. Q. (2008).
_Utilization-Focused Evaluation_. SAGE Publications.
[https://www.academia.edu/94268750/Utilization_Focused_Evaluation](https://www.academia.edu/94268750/Utilization_Focused_Evaluation)
The University of Mississippi. (2021). The PTCPP at Parchman, Part 1 – Prison-to-College Pipeline Program.
[https://ptcpp.olemiss.edu/the-ptcpp-at-parchman-part-1/](https://ptcpp.olemiss.edu/the-ptcpp-at-parchman-part-1/)
The University of Mississippi. (n.d.). Home Page. Retrieved from Prison-to-College Pipeline Program
[https://ptcpp.olemiss.edu/](https://ptcpp.olemiss.edu/)
Zamani-Gallaher, E. M., & Fuller, K. (2016). Altering the Pipeline to Prison and Pathways to Postsecondary Education. Feature on Research and Leadership. Vol. 1, No. 1.
[https://eric.ed.gov/?id=ED574524](https://eric.ed.gov/?id=ED574524)
**## Assignment3.docx**
Due 4/25/2025
For this assignment, you should
**build on previous assignments and discussion postings to create a comprehensive program evaluation plan**. Using the program you have identified in assignments #1 and #2, (The University of Mississippi’s Prison to College Pipeline Program (PTCPP)) discuss the following aspects in detail: description of the program and population served, activities of the program, program outcomes, the theoretical basis for the program, selected evaluation model, sources of data, methods of data collection and analysis, and your plan for reporting/disseminating the evaluation findings. You should provide a rationale for all of your choices, with literature to support them when appropriate. Please be sure to also include a discussion of ethical considerations and your plan for communicating with program staff and stakeholders throughout all phases of the evaluation. Your paper should be between 6 to 8 pages. When citing the literature,
**please remember to follow APA style**.
Please use the following headings in your paper to improve organization and ensure all required areas are discussed:
·
**Program Description** (Including a description of the program, population served, activities of the program, and program expected outcomes)
·
**Evaluation Preparation** (Including theoretical basis for the program, selected evaluation model or framework, Logic Model, sources of data, and methods of data collection/analysis)
·
**Evaluation Reporting** (Including Reporting/dissemination of the evaluation findings, ethical considerations, and communication to staff and stakeholders)
· References
**## LogicModel.pptx**
Logic Model
for
Prison-to-college Pipeline Program (PTCPP)
Logic Model For Prison-to-College Pipeline Program (PTCPP)
| |
| — |
| Inputs |
| Funding from grants and donations |
| Trained University Faculty |
| Correctional Facility Support |
| Curriculum materials and<br>Technology |
| Volunteers from the community |
| |
| — |
| Activities |
| Offer college-level courses |
| Provide academic mentoring and counselling |
| Provide workshops regarding skills and reentry planning |
| Offer training and coordination for the faculty |
| Provide guidance on completing financial aid forms |
| |
| — |
| Outputs |
| The number of courses being offered |
| The number of participants enrolled |
| The number of tutoring sessions conducted |
| Number of participants receiving degrees/<br>certificates |
| The number of classes completed |
| |
| — |
| Outcomes |
| Short-Term: An increase in academic performance |
| Mid-term: Increased access to academic and support services |
| Long-term: Degree or certificate completion |
| Long-term: Successful reintegration in society |
| Long-term: Decrease in recidivism |
| |
| — |
| Methods of Assessment |
| Grades and varying evaluations |
| Analyzing Transcripts |
| Teacher Observations |
| Having interviews and surveys with the participants |
| Post-academic testing |
## image1.jpg
**## ProgramOverview.docx**
Running head: PROGRAM OVERVIEW 1
Running head: PROGRAM OVERVIEW 3
PROGRAM OVERVIEW
**Program Overview**
**Introduction**
Imprisonment remains a problem in America, more so in Mississippi, which is among the states with high imprisonment rates (1,020 per 100,000 residents) (Initiative, n.d.). An example of a relatively reasonable initiative in this direction is the Prison-to-College Pipeline Program (PTCPP), initiated by the University of Mississippi. This paper discusses the mission of the program, the population that this program targets, the services offered, the need of the community served, the benefits of evaluation, the evaluation models suitable for this program, ethical issues that are likely to be encountered while evaluating this program, and the planning processes suitable for this program.
**Criminal Justice Program**
PTCPP is a university-community engagement program started in 2014 by Patrick Elliot Alexander & Otis W. Pickett (The University of Mississippi, 2021). The organization, situated in Mississippi, emerged as a direct response to the high rates of incarceration and little college education for the incarcerated. It offers college courses in correctional settings for college credit, such as at Parchman Penitentiary and Central Mississippi Correctional Facility. It is centered on disciplines related to the study of human subjects, such as literature, history, and creative writing, and is conducted by university professors in a discussion-based format (Alexander & Pickett, 2018).
**Mission and Population Served**
The mission of the PTCPP is to foster college education in prison and to combat education invisibility that characterizes the American prison system. The ideas are centered on enabling change in learners who will embrace social commitment, involvement, and character adjustment. Namely, it concerns inmates of the State of Mississippi's facilities who have attained a high school diploma or GED and are willing to continue their education in college (The University of Mississippi, n.d.). These students are mainly from marginalized communities who rarely have a chance to continue their studies or find formal employment.
**Services**
The PTCPP offers humanities-based, college-level credit-bearing courses under the guidance of university instructors. Students learn at a particular level, and the program is challenging for those who have not been incarcerated. It also instructs students to write their works and participate in public scholarly activities, thereby enhancing their academic and civic personality (Alexander & Pickett, 2018). The approved PTCPP courses will also highlight issues related to civil rights, the history of African American society, African American literature, and creative writing, thereby aligning with education and transformation.
**Community Needs**
As described above, the PTCPP directly focuses on addressing a concern that is crucial to the society of Mississippi; that is, the under-education of prisoners. As the study indicates, Mississippi is one of the leading states in the US with the highest incarceration rates, and most of the incarcerated people are black and have low household income (Zamani-Gallaher & Fuller, 2016). A literature review also revealed that education plays a significant role in reducing recidivism. For instance, Halkovic (2014) argues that other college-in-prison programs are more effective in decreasing recidivism than any other correctional education. Additionally, education enhances employment opportunities, fosters family relationships, and alleviates the government's tax burden in cases where inmates are provided with education (Halkovic, 2014).
**Evaluation Benefits**
To achieve the goal of understanding the effect and areas for improvement of PTCPP, program evaluation is crucial. An evaluation can occur in terms of output, which provides factual data on student achievement, completion rates, and recidivism rates. It also provides efficiency measurements, identifies operational issues, and offers suggestions for improvement. Routine assessment would also ensure that the program is on track to achieve its objectives and targets, taking into account the evolving education standards. In addition, a comprehensive assessment can also reveal program effectiveness to funding sources, legislators, and the public, which may ensure the program's sustainability (Alexander & Pickett, 2018).
**Evaluation Models**
One of the compatible models that can be used to assess the PTCPP is the utilization-focused (UFE) model, as its primary focus is on the use of evaluation results by key stakeholders (Patton, 2008). As a research partnership between the university faculty and correctional institutions, UFE ensures that the conclusions drawn are easily implementable within the university and correctional contexts. Secondly, it can help define goals, inputs, activities, outputs, and the long-term outcomes of the program, utilizing the logic model, which facilitates the organization of the data collection and analysis process.
**Ethical Considerations**
It is essential to note that the principles of ethics guide the evaluation of any educational program in prison. Since inmates are a unique/vulnerable category of people, principles of informed consent, confidentiality, and voluntary participation would have to be unavoidable. Evaluators must not appear to force a respondent to answer any questions, as respondents often have limited decision-making power within correctional facilities. It is also crucial that the evaluation does not interfere with the learning process or harm any of the participants. There should be an emphasis on cultural sensitivity and respect for the participant’s self-determination throughout the entire evaluation process (Zamani-Gallaher & Fuller, 2016).
**Initial Steps**
If given the opportunity to participate in an externally conducted evaluation, the initial procedure would be to consult with various stakeholders, including program directors, faculty, correctional staff, and learners. Next, I would review any documents that the program has created regarding its development, offerings, and past statistics. I would then create a Program logic to design the program, aiming to choose the most desirable outcome. Some of the approaches to data gathering include questionnaires completed by students, interviews with students and learners, and performance indicators. Lastly, I would establish a timeline to complement the outlined goals, acquire Institutional Review Board (IRB) approval, and establish standard operating procedures to maintain high levels of ethics and research credibility.
**Conclusion**
In this case, the Prison-to-College Pipeline Program offers an effective solution to mass incarceration, particularly in terms of education and human dignity. Share involves itself in providing college-level education for prisoners as a way of helping the most neglected society in Mississippi, due to a lack of educational facilities. Therefore, although aimed at students, the program also impacts recidivism and changes the lives of people in the community. By designing and conducting a well-structured and ethical evaluation plan, PTCPP can strengthen its position, demonstrate its sustainability and efficiency in the evolving perception of imprisonment and possibilities.
**References**
Alexander, P., & Pickett, O. W. (2018). The Prison-to-College Pipeline Program: An Ethical, Education-Based Response to Mass Incarceration in Mississippi.
_The Journal of African American History_,
_103_(4), 702–716.
[https://doi.org/10.1086/699955](https://doi.org/10.1086/699955)
Halkovic, A. (2014). Redefining Possible: Re-Visioning the Prison-to-College Pipeline.
_Equity & Excellence in Education_,
_47_(4), 494–512.
[https://doi.org/10.1080/10665684.2014.959284](https://doi.org/10.1080/10665684.2014.959284)
Initiative, P. P. (n.d.). Mississippi profile.
[https://www.prisonpolicy.org/profiles/MS.html](https://www.prisonpolicy.org/profiles/MS.html)
Patton, M. Q. (2008).
_Utilization-Focused Evaluation_. SAGE Publications.
[https://www.academia.edu/94268750/Utilization_Focused_Evaluation](https://www.academia.edu/94268750/Utilization_Focused_Evaluation)
The University of Mississippi. (2021). The PTCPP at Parchman, Part 1 – Prison-to-College Pipeline Program.
[https://ptcpp.olemiss.edu/the-ptcpp-at-parchman-part-1/](https://ptcpp.olemiss.edu/the-ptcpp-at-parchman-part-1/)
The University of Mississippi. (n.d.). Home Page. Retrieved from Prison-to-College Pipeline Program
[https://ptcpp.olemiss.edu/](https://ptcpp.olemiss.edu/)
Zamani-Gallaher, E. M., & Fuller, K. (2016). Altering the Pipeline to Prison and Pathways to Postsecondary Education. Feature on Research and Leadership. Vol. 1, No. 1.
[https://eric.ed.gov/?id=ED574524](https://eric.ed.gov/?id=ED574524)