Can college courses in prison cut crime after release? A review of follow-up studies of prison higher education and recidivism

This paper discusses empirical findings and theories about prison higher education and recidivism. The research designs of available evaluations of prison higher education are discussed. Their results in regard to arrest and return to prison after release are presented in tables and figures. Both opportunity theory and moral development theory have been used to justify such prison programs as crime prevention measures. A critical examination of the actual findings of the evaluations carried out up to now suggests that prison higher education may have had only a slight impact on recidivism. One could, therefore, doubt the value of opportunity theory and moral development theory to justify prison higher education as a crime control measure. However, the methods used in the evaluations of this program have been generally weak. Thus, there is a continuing need to carry out well-designed research on this question. The findings of follow-up studies of prison higher education have significance for issues of correctional education policy as well as criminological theory.     

Teaching Students How to Use Emotions as They Negotiate

Given that emotions are inescapable and complex, how do you teach students how to deal with them? This article offers instuctors a practical approach. It suggests that instructors and students turn their attention away from emotions and toward a more limited set of core emotional concerns that stimulate many emotions. The article describes ways to teach students how to use these core concerns as tools to understand the emotional terrain and to stimulate helpful emotions.     

THE SUCCESS of the 1993 BUDGET RECONCILIATION BILL at REDUCING the FEDERAL BUDGET DEFICIT

This article discusses the process by which President Clinton achieved a budgetdeficit reduction package in Congress and the implications of this process. It concludes that future administrations will have more flexibility in debating whether the federal government should increase its scope or reduce taxes.     

The Schengen Law: A Challenge for Legal Accountability in the European Union

This article examines challenges for accountability arising from the development of the Schengen law within the framework of the European Union. Building upon the substantive body of research by other authors on general implications of the integration of the Schengen acquis , it focuses on recent developments after the entry into force of the Treaty of Amsterdam and evaluates to what extent the European institutions have so far met the challenges for accountability stemming from the intergovernmental origin of the Schengen law. The article identifies various persisting deficiencies in the areas of transparency, institutional balance and judicial review and proposes specific actions, which should be addressed vigorously by the European institutions.     

The National Schoolmarm: No Child Left Behind and the New Educational Federalism

The 2002 No Child Left Behind (NCLB) law dramatically reshapedthe federal role in K-12 education in the United States. Theimplementation of NCLB has been difficult and contentious, butmuch of the journalistic and scholarly coverage has underestimatedthe source, strength, and stability of the political coalitionthat originally pushed for passage of the law and appears likelyto sustain federal activism in education for the long term.For much of American history, the principle of federalism exerteda powerful restraining influence on the size and character ofthe federal role in education—but that time appears tohave passed. Regardless of whether NCLB ultimately improvesschools or student achievement, the law has created a new educationalfederalism in the United States.