Alan Singer visited Green Haven Correctional Facility, north of Néw York City, which is a maximum security prison for people who have committed serious felonies. He and a colleague went to teach a course on the history of slavery. They found the men eager to learn, but they discovered that federal and state policies have withdrawn funding of educational programs in prison.
He writes:
“Until the mid-1990s, access to college classes was much more available to prison inmates. However, President Clinton signed legislation that denied prisoners federal Pell grants they could use to pay college tuition expenses and New York State Governor George Pataki made prison inmates ineligible for New York’s Tuition Assistance Program.
“The Federal Bureau of Prisons currently has a program known as the Trust Fund Limited Inmate Computer (TRULINCS) that allows prisoners in the federal system access to e-mail and facilitates online education. However nearly all states prohibit Internet use by inmates. Limiting access to technology severely blocks educational opportunity. According to the 2013 “Handbook for Families and Friends of New York State DOCCS Offenders,” prisoners in New York State Correctional Institutions do not have access to either email or the Internet, which locks them out of online college classes.
“New York State now provides remedial programs such as preparation for high school equivalency exams and English language instruction but college degree programs are only available at selected facilities through privately funded partnerships with local colleges. The largest and one of the most successful is the Bard (College) Prison Initiative (BPI), which is part of the national Consortium for the Liberal Arts in Prison. However, BPI offers only 60 courses a semester enrolling about 275 male and female prisoners in six New York State prisons and there are over 50,000 men and women in New York State prisons.
“In February 2014, New York State Governor Andrew Cuomo announced a new statewide initiative to give incarcerated individuals the opportunity to earn a college degree through state funded college classes at ten state prisons. The Governor’s office estimated the college program would cost only $1 million, a tiny fraction of the corrections agency’s operating budget of $2.8 billion. However six weeks later when the state budget was approved, Cuomo announced that the initiative had been dropped. Cuomo backed off even though a recent RAND Corporation found that inmates who participated in education programs while incarcerated had much lower odds of returning to prison and a Siena College poll found that 53 percent of voters supported the governor’s proposal. The Rand study also documented the benefits of computer-assisted learning and showed that inmates who participated in correctional education programs had a 43 percent lower odds of returning to prison after release than those who did not.
“The euphemistically named Green Haven Correctional Facility that is not really designed to “correct” anybody is the last stop on the school-to-prison pipeline for most of these men. Many of them were warehoused in failing schools and crime-ridden housing projects until they were ready to be incarcerated. These men made bad decisions and they did very bad things when they were young, but they are no longer the men that they were.
“They were thoughtful and intelligent during our discussions and should be treated as human being, not “tucked away into a corner of obscurity” with little hope for their rest of their lives. Andrew Cuomo, who is seeking reelection as Governor of New York and places political considerations above all else should be publicly chastised for offering the possibility of a higher education and then squashing it.”

Well, according the Teach For America dogma—indoctrinated in TFA Corps Members during and after the TFA 5-week Summer Institute—it’s not funding, or poverty, or social inequality, or any of that which made these incarcerated men originally go bad.
No, it was all their lousy teachers’s fault, and the fault of the corrupt status quo union that defends them, and who won’t allow noble crusaders like Michelle Rhee and Campbell Brown to to fire them, and replace them with good teachers.
Don’t you get it?
Their teachers failed them, and had those teachers not been corrupt, over-paid, incompetent, lazy defenders of a failed educational status quo that put adult/unionized teacher interests ahead of children’s/society’s interest, those imprisoned felons would have turned into law-abiding, productive members of society.
Here’s an old post on this: (sorry for the length… if it’s too long, skip it.)
———————–
Two summers ago, Gary Rubenstein wrote his annual article
critiquing the methods and goals of the TFA Institute that was
currently in session. As Gary indicates, he has been
called a “bully” for doing this in the past, with TFA
officials discouraging CM’s from posting or even
reading Gary’s blog:
http://garyrubinstein.teachforus.org/2013/06/22/those-teachers-are-failures/
The conversation includes a story of how TFA students—
most of them from privileged backgrounds—drive around
the poor neighborhoods like those seen on “THE WIRE”,
and observe the neighborhood folks living there
the same way that tourists on the Disneyland Jungle
Cruise would observe the animatronic animals and
robot natives on display.
One thing that Gary found offensive was that the TFA
instructor on this “jungle cruise” commented
while observing the various poor, homeless, gang
member-ish looking people, etc.:
————————————-
TFA INSTRUCTOR:
“Everyone you see was once someone’s student.’…
And those teachers (who once taught them) are failures.”
————————————–
Wow! This set people off, as evidenced by the
COMMENTS section, which I’m excerpting here.
Maggie Peterson said that the TFA teacher who
said this “espouses what is, in my opinion,
a common TFA trope, that a real, caring, belief that your
students CAN do better makes them actually DO better.
———————————
MAGGIE PETERSON:
“Even in TFA policy actions, standards are touted not as
a goal for student achievement, but as some magic tool
for attaining high student achievement. The idea that
students will achieve, or move out of the cycle of poverty
solely because of caring teachers and teachers who hold
students to high standards is also a belief that there is
little else to be learned about the doing of teaching.”
——————————–
Carol Corbett Burris blasts away
———————————
CAROL CORBETT BURRIS:
“I am appalled to learn that TFA would
roll through any community pointing
out human beings as though they were tour guides
pointing out sites. It is an insult to the community,
perpetuates ‘us and them’ thinking, and reveals a
practice more suited for a cult than a teacher
preparation program.”
“When my husband was a teacher in Brooklyn,
on a few occasions he had students who
came to class less than 20% of the time and who did
no schoolwork, say to him ‘You failed me, Mister.’
I guess they heard the conversation on the TFA tour.”
———————————
TFA-er Karyn chimed in, adding that her “drive-arounds”
included a photographic “scavenger hunt”:
———————————
KARYN:
“Coming from a non-TFA background, and
having certification, as well as being significantly
older than other teachers at my school, I found
myself quietly contemplating (TFA’s) many strange and
silly practices which were considered professional
development.”
“We too, drove around the impoverished area of our
school and had a scavenger hunt to identify various
things and take pictures. I found this odd and
insulting to the ‘native’ inhabitants of the area,
who looked strangely on groups of more affluent
white people stopping to take photos and jumping
back in there cars.”
———————————
Mike Fiorillo vents thusly,
———————————
MIKE FIORILLO:
“What TFA should be saying during
those drive-arounds – where, presumably, the
windows are rolled-up and the doors locked tight while
they observe neighborhood residents as if they were
specimens – is that ‘everyone you see is an elected
official’s constituent, a citizen and human being, and
has been failed. And those officials and the people
who bankroll them are failures.’
“But TFA can’t say that, because to do so would
call into question its agenda and funding. So
instead, we get misdirection and scapegoating of
teachers, followed by attempts to remove the
statement when they were called on it.”
“This is an organization whose arrogance,
condescension, class antagonism and dishonesty
are in its DNA.”
——————————–
However, all of this pales in comparison the post
from a TFA teacher-in-training by the name of
“Lida Mery”, and her description of the TFA
Institute and her reasons for quitting today
typing away as she stares at her packed suitcase.
One week shy of completion of the five-week
institute, she today left the program in disgust, and
posted her story (it’s the 14th comment down
on the comments list):
http://garyrubinstein.teachforus.org/2013/06/22/those-teachers-are-failures/
Here’s the text:
(NOTE: the first sentence is a little confusing, as one
might think that Lida is “teaching”—
i.e. one of the teachers—at the TFA institute;
on the contrary Lida is indicating that he is a
student/trainee where part of the training is
includes “teaching” a summer school class of
actual students)
– – – – – – – – –
LIDA MERY:
“Mr. Rubinstein,
“I am currently a 2013 CM teaching summer
school at institute. I wanted to express how
much I appreciate your blog since you bring
critical insight into the workings of TFA that
are troublesome and/or need improvement.
“I am a non-traditional student (albeit only a few
years older than most CM’s). For a long time, I
had thought that teaching was that one elusive
career for me and I applied to TFA so I can make
that a reality. I did not apply under a pretense
like most CM’s who just want to embellish their
resume. I actually wanted to teach and make
a difference.
“In my hometown in FL, many teachers are being
laid off. This is where TFA comes in…many
teachers are being laid off, yet Miami Dade county
is hiring inexperienced college grads through their
TFA contract. It is wrong, I admit, but I went ahead
and subscribed to the unfair and unethical system.
“I was accepted into TFA and quit my job (my
permanent, full-benefits job that I was good at)
so as to attend induction and institute. In the
meantime, I spent hundreds and hundreds of dollars
on certification exam materials, review, supplies for
institute, professional dress, etc….over $1500.
“It seemed to me induction was a major time-waster.
Days ran from 8 AM to 8 PM and ALL discussions
dealt with race and class diversity. You had a bunch
of 22 year-old white, mid- to upper-class college grads
who were compelled to contemplate on their privileged
upbringing. I desperately wanted to start my teacher
training, but I was told to be patient.
“That is what institute is for after all. I paid my $500
ticket to institute and there I was.
“Yet, instead of actual teacher training, all we had
were grueling, exhausting, boot camp days where
the focus was on making us feel and act like fifth
graders. More race and class discussions followed
during the first week, followed by think pair share
partner discussions, silly games and then more
silly games.
“It was worse than a typical college atmosphere…
for non-traditional students it seemed unbearable.
“Nobody… none of the 22 year-olds EVER questioned
anything. Not because they were afraid of repercussions,
but because TFA is a cult and they were acting like
cult members. If anyone said ‘jump,’ they would promptly
follow. Not a day went by when we did not have big circle
hugs, chants, and motivational bits aimed at brainwashing
us even more than we were.
“Every day TFA used strategic behavioral techniques in
order to advance their brainwashing of CM’s. School
would end at 1 PM, but redundant lessons would run
until 5 PM, and before we could go back to the dorms,
the school director would extend our schedule by 20
minutes, during which time we would sit by the door
while little ‘Hot Wheels’ cars would be given to
‘outstanding’ CM’s.
“Then 10 more minutes of shout-outs aimed at
motivating us to get through institute.
“The sheer exhaustion was not really necessary. The
endless, redundant sessions on race and class did
not make us better teachers… I wanted to be lectured
on teaching, I wanted actual experience in teaching, rather
than little intimidating signs held up by our faculty advisor
or corps member advisor on how to ‘behavior narrate.’
“Yet all that was provided was game after game after
silly game.
“Our day would begin in our advisor’s room where we
would play little games, silly writes, draw pictures… etc. …
honestly I wanted to learn how to teach, I wanted to
prepare for my upcoming lesson, yet there I was having
to draw a silly picture so that TFA could teach us how
important it was for us to make teaching fun.
“They wanted us to start off the day for our students with
the same irrelevant fun stuff. Whereas I wanted to start
off the day by asking a critical question or journal entry
about the last lesson’s theme, I was strongly advised to
have fun kinesthetic activities for my students…that had
nothing to do with the concepts we were learning.
“But, yet again, no one questioned ANYTHING, not the
time-wasters, the schedule, the fact that we only had
4 hours of sleep max on many days even though we
were not really learning how to teach properly. I can
see why the brainwashing was effective.
“In essence, TFA stripped CM’s of choice, time, and
decision-making processes during institute so CM’s
became engrossed in the cult….the main line of
thinking was: ‘Well, if I can get through this, I can get
through my sole two years as a teacher.’
“TFA loves to talk about differentiated instruction,
they love to suggest kinesthetic and visual activities
for our students, yet when it comes to them practicing
differentiated instruction, they are lacking. The two
non-traditional members in my school group were
the only ones feeling hopelessly misunderstood during
sessions. We would question things, we would roll our
eyes at big circle hugs and chants and we would resent
the fifth race and class discussion at 4 PM in the
afternoon or the miniature car shout out at the end
of the day that would prolong our day by a considerable
amount.
“The typical CM’s thought we were crazy. Why would
we question things? Why would we not participate in
the 30 minute teacher stare contest at 5 PM on a
Friday (even though we had more important things
to do like grading, reading and planning)?
“Most of our corps member advisors were clones.
They were racially diverse but nevertheless they were
clones in their demeanor, personality, approach,
philosophy. We were supposed to be clones of each
other. About 90% of my fellow CM’s, though there
was some racial diversity, were in fact individuals
with privileged backgrounds.
“I only met a handful of education majors that wanted
to stay in teaching for the long run. Most saw TFA
as an adventure.
“Their first job out of college and an exciting one at
that! I am quitting TFA and the reason is not because
I am exhausted, not because I do not think I can be a
good teacher. My summer school students respect me
and actually listen to me (which can be a hard feat in a
Title I school). My lessons are engaging and focused.
“The reason why I am quitting TFA is because I cannot
and will not be part of a cult. I feel like I am treated
as a fifth grader and no importance is given to my
individuality, my suggestions, or needs. Even though
I executed my lessons much better than my fellow CM’s,
“I am quitting because TFA has made teaching horrible
in my eyes. They have denigrated the one profession
that I thought would be my long-lasting career.
“Even though I know I can be a good teacher, TFA has
left a sour taste in my mouth through its propaganda
and cult-like atmosphere. TFA has ruined teaching for
me. I don’t know how to get ‘it’ back. I am
disillusioned.
“While I used to love to give presentations at my prior
job, I have now come to loathe even speaking in front
of a group because TFA has made everything so
mechanical and lackluster. I no longer have any
passion for teaching. I do not enjoy it any longer.
“I feel that TFA, through its brainwashing methods, has
stripped me of my passion for teaching and my dreams.”
“I am certain that this would not have happened had I
gone through a serious, traditional teaching program.
“As I am writing this, I am looking at my one
suitcase neatly arranged and sitting my dorm
room floor. Early in the morning, I will be flying
back home. Yet, because of all the stigma
associated with quitting, I barely had any guts
to tell anyone, not even my closest friends here.
“Ethically, I also cannot bear to know that
traditionally-trained, veteran teachers are out of
jobs in my hometown and people like myself
(with no training or experience in education)
are next in line for their jobs.
“I have lost over $2,000 so far….I spent so much
on supplies, printer as I arrived at institute, I lost
my job, my dreams and my passion.
“All in 4 weeks of TFA-ness.
“Lida Mery”
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I don’t thing GHCF is the best example of where to offer college programs. Maybe a medium facility would be a better place.
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Insane policy. Insane.
In 2011, 2.97 percent of all U.S. adults were in jail, in prison, or on parole, the highest number in the world. But if having the highest rate of incarceration in the world were not bad enough, we have policies that ensure that the imprisoned will have little chance of educating themselves or of getting decent jobs in the future. Every job application confronts people with the necessity of revealing the fact if they have run afoul of the state in the past–no matter how far in the past.
This is a very real horror affecting millions of lives.
There are more African-American males in U.S. prisons today than there were African-American male slaves in 1865.
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Correction, I meant 1855.
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I agree with you. The punishment never ends and many ex inmates give up hope or resort back to crime. In many cases victims of the prison industrial complex end up forever living with relatives. Relatives give up their civil rights in order to shelter their loved ones and are often burden with proving for their needs. children suffer too because the parent is unable to be a good role model by going to work daily an contributing to the child and families needs. Children learn it is ok to just get by an have lower aspirations, but bigger unrealistic dreams. They have no template to follow.
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re: prisons. Thought you might appreciate Barrett Brown’s ongoing narrative from federal prison, reminiscent of Hunter Thompson. http://frontburner.dmagazine.com/2014/10/30/the-barrett-brown-review-of-arts-and-letters-and-jail-let-me-just-drop-everything-and-respond-to-your-libel/
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A former student of mine was in jail for 7 years and got his BS Degree in prison. He is married and works for a health service in Rochester, N.Y. and is doing well. Judi Flanders infin17@frontier.com
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Someone once said that it would be cheaper to give inmates a Harvard education than to incarcerate them. That may not be precisely true in dollars and cents for the present but in the long run with recidivism being what it is and the cost to society for that incarceration?
There are MANY things which to my mind makes no sense whatsoever but our politicians seem to think that staying in office and pandering to the ignorance of the public is more important than doing what is intellectually more astute.
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Thank you for this information. I am sick of hearing about non- violent offenders are being punished for life. I was under the impression that educational programs were growing in prison. I know of several people who were in jail or prison who were able to accomplish a lot though college offered while they were in prison. All are happy, have a good career, married and children to support. They have come full circle and was even ahead of me when they were finally released from prison.
I will admit though, I was upset that they got an education while in prison. I was working, struggled to make living, paying bills for housing, food, and transportation and then going to college on my own too. I didn’t feel it was fair then and I am sure many would not think it is fair now. The only way to change this would be to make 4 year universities and colleges free to US to law abiding citizens and charge immigrants and criminals for college access.
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Yes, I am all for non-violent offenders, being made to attend a college or vocational skills program in order to stay out of jail/ prison. They should be made to stay in dorms instead of prisons which would help potential inmates to be monitor, regulated in daily living, and help organize their lives. They would need to work and volunteer services too to help pay for it all too. It would not be fun even though there would be a lot more freedom then prison. It would be about rehabilitation not life long punishment. Prison is expensive to maintain and should be for violent offenses.
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Once computers are introduced in prison, we will have a skilled prison workforce for slave labor. there should be education, not sure about on line courses though. Your next call for an airline reservation may be picked up by a murderer. I opposed Cuomo’s ballot initiative for computers in classrooms outside of prison. Kids no longer read or write. I would prefer that prisons have a state of the art library just to keep their minds sharp.
People outside of prisons are abandoning Facebook and Cable.
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In defense of the “remedial programs that prepare inmates for high school equivalency exams,” I used to oversee such a program in a county jail. Inmates who were between the ages of 16 and 21 and who did not already have a GED or high school diploma were required to attend. For other inmates attendance was optional. Needless to say we found we were providing educational services to a population that had a very high percentage of special education students–diagnosed or not–with a significant history of very poor school behavior and attendance. Multiple discipline infractions, suspensions, long term suspensions, long term absences often beginning as early as 7th grade or, in some cases as early as 4th or 5th grade. They had experienced profound academic struggle and failure.
We worked incredibly hard to get to know our students and meet them where they were. Eventually, we achieved an 85% pass rate on the GED. For the vast majority of our students, passing the GED was greatest academic achievement they had experienced to date. They sent copies of their certificates home to their mothers, girlfriends, wives and children. They BEAMED when we bought them pizza to celebrate. They were motivated and proud. MANY continued to attend school, even though it was no longer required, because they had experienced success and gained a love of learning in our program. When we could, we helped them explore opportunities for higher education at the Community College upon release. Some went, some succeeded.
Yes, I wish the state’s correctional facilities still had higher ed., outside the programs run in collaboration with Bard College and other institutions. However, please do not underestimate the importance and significance of those “remedial” programs in the state’s institutions.
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