September 13, 2024
Career and technical education equips people who are incarcerated with in-demand skills that can lead to opportunities to land quality jobs when they rejoin their communities.
The economy is evolving at a pace almost impossible to keep up with. Employers are increasingly prioritizing skills-first approaches to recruiting, hiring, and promoting employees over traditional practices that focus heavily on college degrees, underscoring the need for training to build an adaptable and skilled workforce—something that career and technical education (CTE) is uniquely structured to do.
At Jobs for the Future (JFF), we believe there’s an urgent need to extend more equitable training and advancement opportunities to people who are currently incarcerated, and CTE programs can play a pivotal role in achieving that goal. They offer practical hands-on training that aligns with labor market needs, providing pathways to stable, well-paying quality jobs. With the reinstatement of Pell Grant eligibility for people who are incarcerated providing renewed access to postsecondary funding for an estimated 760,000 people, there has never been a more opportune time to expand high-quality CTE pathways in prisons.
In early 2023, JFF’s Center for Justice & Economic Advancement launched the Postsecondary Education in Prison CTE Accelerator Network, a community of practice that supports institutions that are expanding access to credit-bearing CTE courses to people who are incarcerated. The network includes 18 participating institutions and 24 college leaders across 11 states.
People with records often face significant barriers when they rejoin the workforce following incarceration. CTE programs can help mitigate those barriers by delivering job-related training that connects learners directly to quality jobs in fields that offer opportunities for economic advancement. At the same time, the structure of CTE inherently requires collaboration between industry and corrections, enabling employers to recognize that these programs represent a powerful opportunity to access untapped talent. By participating in CTE programs for people who are incarcerated, businesses can join a broader movement toward becoming fair chance employers, strengthening their workforces with more diverse talent pipelines and breaking down barriers for justice-impacted individuals.
The reinstatement of Pell Grant eligibility in 2023 has created an opportunity to expand the range of CTE offerings available to learners who are incarcerated. Facing barriers that make it difficult to deploy learning technologies and training equipment in correctional facilities, leaders of prison education programs must think creatively about which CTE programs to offer based on assessments of learners’ interests and ambitions and the needs of employers in the local labor market. Although there can be a stereotype of what CTE courses look like—with classes geared toward fields such as construction and manufacturing—programs can range across 16 sectors, including agriculture, food and natural resources; business management and administration; health science; hospitality and tourism; STEM; human services; and marketing.
CTE programs also have growing potential to link to quality jobs—those that offer not just a living wage but also stability, flexibility, and equitable opportunities for economic advancement, as well as a healthy organizational culture that promotes belonging and psychological safety. These attributes are especially critical for people who have experienced incarceration and are navigating the many collateral consequences—both personal and financial—of that experience.
At JFF’s Horizons summit in July, U.S. Secretary of Education Miguel Cardona said, “High-quality CTE instruction is good pedagogy, as it gets students engaging with one another and having them experience the skills that employers are looking for. So, instead of looking at CTE as a side thing, it must be infused into the DNA of our K-12 and higher education systems.” Cardona shared his perspective as someone who participated in an automotive studies program, which he says prepared him for the work he does today.
CTE programs are unique in their integration of academics, practical skills like problem-solving and teamwork, deep career exploration through direct exposure to industry leaders, and technical skills training. This holistic approach prepares learners comprehensively for the workplace. By bridging the gap between education and employment, CTE programs help people develop the skills and confidence needed to succeed in their chosen careers—and those qualities are especially important for those returning to the workforce after incarceration.
One of the most impactful components of a CTE program is the practical and tangible opportunity for career exploration, which allows learners to discover their strengths, interests, and passions. By fostering a sense of purpose and achievement, these programs can help people who are incarcerated envision and prepare for a brighter future and redefine their identities beyond their pasts. High-quality CTE programming also enables participants to earn credentials ranging from short-term certificates (in courses lasting six months or less) to associate’s and applied bachelor’s degrees. On average, a CTE credential increases earnings by approximately 14% for short-term certificates and up to 45% for associate’s degrees. Opportunities to achieve economic stability and advancement are crucial for people who were once incarcerated, because they often face significant economic challenges before, during, and after their sentences. CTE has been shown to improve their odds of post-release employment by almost 12% and to reduce their odds of recidivism by almost 16%.
The success of CTE programs for people who are incarcerated hinges on collaboration among various stakeholders, including correctional facilities, educational institutions, employers, current students, and alumni. These entities together can create a supportive ecosystem that facilitates skill development, job placement, and ongoing mentorship, maximizing the impact of CTE programs and ensuring a smoother transition from incarceration to quality employment.
Harold McCray, a former student in training programs offered by the Dallas-based Regional Black Contractors Association (RBCA), spent more than 25 years in prison.
“I grew to understand the importance of making a plan by setting goals,” said McCray.
Now a college student working toward a business administration degree, McCray is also training for a commercial driver’s license and earning $25 an hour at an HVAC company
“Before I was ever out in the free world, I planned for this. It didn’t go exactly as planned, but planning gave me direction, and grit [kept] me headed towards that direction,” he said.
He earned an HVAC certification through the Texas Department of Criminal Justice, as well as a National Center for Construction Education and Research (NCCER) certificate and an OSHA 30 certificate through Dallas College.
The RBCA is a partner of Dallas College’s reentry program. Both initiatives have played crucial roles in McCray’s successful reentry into his community. Planning provided direction, and grit keeps him moving forward—a testament to what determination and access to career and technical education programs can lead to. Dallas College was a member of JFF’s CTE Accelerator Network.
Dave Mullins, director of business and industry at Hutchinson Community College in Hutchinson, Kansas, emphasizes the importance of understanding employers’ needs when developing a CTE program for people who are incarcerated. He invites local and regional employers to observe the college’s construction technology program, which provides students who are incarcerated with a Certificate A upon graduation.
By visiting the correctional facilities, the employers have a unique opportunity to connect with students and provide feedback on Hutchinson’s CTE offerings. For example, the executive director of the Associated General Contractors of Kansas has visited the construction program at the Hutchinson Correctional Facility (HCF) and attended graduation ceremonies. Overall, strong partnerships with employers led to the development of the current program in construction technology, set the foundation for future programs, and sparked growing interest in hiring HCF graduates.
High-quality CTE pathways are vital to creating more diverse, equitable, and advancement-focused education and workforce development ecosystems in our nation’s prisons. Leaders throughout the learn and work ecosystem can help advance this movement by becoming champions of CTE programs in prison.
Here are some examples of how you can help.
Highlight the value of CTE studies to both internal and external audiences and share success stories and outcomes from learners in your programs.
Regularly review labor market data, connect with employers or industry associations, monitor CTE programs in your region and state, and build feedback loops to validate program outcomes.
Engage learners in the development or enhancement of programs and incorporate their feedback into ongoing improvement and employer engagement practices.
Intentionally develop partnerships with employers who offer quality jobs and support fair chance hiring, stay connected with colleagues in corrections to share best practices for implementing technology in CTE programs within prisons, and engage with organizations that provide wraparound services and reentry support.
Be curious about training programs offered to people who are currently incarcerated, and explore how that untapped talent pool can advance your company’s goals.
Connect with local corrections leaders to learn about CTE programs they may offer, and determine how the training aligns to your company’s needs. Don’t be afraid to suggest new or revised CTE programs if existing programs don’t include training for the essential skills you look for in current and future workers.
Ensure that your company policies, structures, and culture will support hiring workers with records and also foster their retention and growth. This may require leadership and HR teams to engage in ongoing learning about fair chance hiring practices and establish feedback channels for employees with records to provide input on their experiences. (JFF offers a training program for businesses of all s
From your unique vantage point as a fair chance employer, you’ll gain an insider’s understanding of the immense talent that workers with records can bring to their jobs and you’ll have an opportunity to advocate for the removal of barriers they face when seeking employment in your industry. You’ll also be able to share your experiences with other employers and inspire them to hire people with records.
Connect with CTE providers to learn more about their programs and make them aware of the value of including CTE coursework in prison education programs.
Identify opportunities to support CTE program staff with the design and delivery of courses; assist learners as they work to access, complete, and apply their training; and connect graduates to opportunities.
Consider what resources you may have access to that prison education programs could utilize to strengthen CTE course offerings and enhance student success.
Whenever possible, approach efforts to advocate for CTE programs in prisons in partnership with other leaders who share your interest in implementing high-quality CTE programming, equipping learners with marketable skills, and building a well-qualified talent pool.
By taking actions like these to advance CTE programs in prisons, you can help ensure that people who are incarcerated receive the training and support they need to succeed in the workforce, ultimately contributing to their long-term economic advancement and normalizing opportunity for people who rejoin their communities after serving their sentences. We can transform lives and build a more inclusive and prosperous society.
More residents of Texas Department of Criminal Justice (TDCJ) facilities will soon have access to CTE programs offered by Amarillo College. Initially, students had to be within 10 years of their parole review date before they were eligible, and preference was given to those who were within five years. But a recent change will allow individuals who are more than 10 years from their review date to be eligible and use TDCJ funds to pay for courses. This revised approach to eligibility within the TDCJ has the potential to make a substantial impact on access to opportunities for the roughly 130,000 people incarcerated in Texas state prisons.
In response to a highly collaborative effort undertaken by the Arizona Department of Corrections, community stakeholders, and internal committees at Arizona Western College, the Higher Learning Commission approved an initiative aimed at providing people who are incarcerated with the skills and education certifications needed to secure employment upon release. The program includes a focus on workforce training, CTE, general education, and attainment of associate’s degrees. The CTE offerings will include coursework in trades such as masonry, plumbing, carpentry, HVAC, and stackable technology.
This approval came after all parties involved engaged in an extensive effort to plan the program, write proposals, and secure buy-in. The final step is to secure approval for financial aid from the U.S. Department of Education. The program is set to start in the 2024 fall semester, with an initial enrollment of 25 students in HVAC. The goal is to expand in the spring of 2025 with general education offerings and other new programs.
Five students from North Carolina’s Western Correctional Center for Women (WCCW) graduated from Asheville-Buncombe Technical Community (A-B Tech) with associate of applied science degrees in human services technology in May 2024. These five students attended A-B Tech’s graduation ceremony in downtown Asheville with more than 350 other graduates. A-B Tech worked closely with the WCCW programs supervisor to coordinate this once-in-a-lifetime opportunity for the alumnae, all of whom graduated with highest honors and made the President’s List.
Graduate Danielle Krob said that earning this degree will change her life. “I feel like I’m worth something now,” said Krob, who intends to earn a bachelor’s degree in social work after she is released. “Now I’ll be able to get a job, have a career, and live independently. I want to help people who feel like they have been left out of society. I want to show them that somebody still cares about them.”
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