The Idea of an Essay, Volume 4

Research Writing 159 Allen (2006) in An Economic Analysis of Prison Education Programs and Recidivism for Emory University presents perhaps the strongest arguments against such programs effectiveness. He notes that some variables such as risk-aversion which may predispose a prisoner to take a course may also predispose them to not recidivate. Allen attempted to remove biases and testing errors he noted in data collection, and found that “after performing these regressions, we find no evidence that educational or vocational programs significantly reduce recidivism.” So while most evidence points to decreased recidivism with such programs, Allen finds flaws in the research methods, and instead argues these studies do not show any decrease in recidivism. Allen (2006) also explores economic theory, or the theory that criminals only commit crime because of the costs and benefits in their situation. He argues that even if recidivism does decrease, literacy programs cause a lower cost of crime, encouraging others to commit crime. He claims that “such courses may reduce inmates’ incentives to recidivate by expanding their legitimate employment options, thereby increasing the opportunity cost of crime.” If the world did strictly model economic theory, what Allen is saying would hold much larger significance, but regardless, what he is saying does offer some merit. When crime is treated with education, crime can become a means to free education, which can make crime more appealing. Further exploring economic theory, Allen argues that “if inmates enjoy educational programs ... each unit of time spent in prison will have less of a deterrent effect on crime. Since the cost of crime will be lower, recidivism should theoretically increase.” While to a degree this argument makes sense, others argue that education is inherently different. Other professionals argue that education provides an enabling experience allowing someone to not pursue a life of crime because of an innate desire to be a functioning member of society. If such programs actually do not impact recidivism, it becomes necessary to consider what policy changes this would require. Allen (2006) concludes that “neither educational programs nor vocational programs produce a statistically significant reduction in recidivism ... completing a course actually makes an inmate more likely to return to crime.” These findings directly contradict many others findings, but are important to consider. Allen concludes by