GED programs for inmates have proved to be highly effective in correctional facilities. Evidence shows that the obtainment of GED improves the release outcomes (Zgoba, Haugebrook & Jenkins, 2008). While preparing for such a program, there are factors that the custodians of the program can consider before determining the number of GED teachers to hire. The first factor to consider is the number of inmates that have sentences long enough to finish the GED while still in prison. This is important because it will give the programmers a realistic picture of the number of inmates that can enrol. Inmates with fewer years remaining in their sentences have a high probability of refusing to enrol to the program because they will have to leave before finishing once their sentences end (Nashe 2010). This consideration will, therefore, reduce the number of inmates that will possibly enrol to the program to only those that have more than three years left in their sentences.
Another factor that the programmers should consider is the record of the inmates. Inmates with a record of violence in the prison and who stand a high chance of starting violence with other members during the GED classes can be eliminated from the program. This should be considered especially if the inmates have a gang affiliation and rival gang members exist in the same prison. Once this factor is considered, the programmers can then learn how many inmates are eligible for the program hence determining the number of instructors required. Finally, the programmers can consider the opinions of the inmates themselves. This can be done by alerting them of the impending program and soliciting their opinions regarding whether they are interested or not. This will give the programmers a clear picture of the number of expected students hence deciding on the number of instructors to hire. Finally, concerning restrictions, the programmers can exclude only those who are serving lengthy times in solitary confinement. This is because such inmates are a danger not only to themselves but to the rest of the inmates too (Lahm, 2009). For this reason, they are almost certain to cause chaos when given the chance to mingle with the rest during classes.
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References
Lahm, K. F. (2009). Educational participation and inmate misconduct. Journal of Offender Rehabilitation , 48 (1), 37-52. https://doi.org/10.1080/10509670802572235
Nashe Jr, T. (2010). An analysis of inmates in Davidson County, Tennessee: Factors that impact participation in GED programs. ProQuest LLC .
Zgoba, K. M., Haugebrook, S., & Jenkins, K. (2008). The influence of GED obtainment on inmate release outcome. Criminal Justice and Behavior , 35 (3), 375-387. https://doi.org/10.1177/0093854807311853
