The Promise of Higher Education in Prison: Pell Grant Reinstatement, 1 year later
By: Tessa Crowley & Fatimah Khan
Background on Pell Grants
This July marks one year since the Department of Education (DOE) lifted its thirty-year ban on Pell Grant eligibility for incarcerated students, established through the Violent Crime Control and Law Enforcement Act of 1994. This policy change has paved the way for thousands of students in state and federal prisons to finally access higher education.
Two months ago, we both wrapped up our sophomore year of college and began internships at the Justice Policy Institute (JPI). Millions of students just like us spent another school year expanding their minds with the help of scholarships and financial aid. However, for decades, many similarly aged adults in the U.S. prison system have been barred from those opportunities.
Tyrone Walker, a former JPI Associate and the current Director of Reentry at Georgetown University’s Prison and Justice Initiative, experienced firsthand the power of accessing higher education — and the disastrous consequences when that access was taken away.
“I was in Allegany College of Cumberland Maryland when they stopped issuing Pell Grant funds to incarcerated students. I was hoping to finish the associate program, but when they took the Pell Grant from incarcerated students, that dream of graduating, that program was killed…I was devastated.”
– Tyrone Walker
In 2015, the DOE established the Second Chance Pell Experimental Sites pilot program, to provide Pell Grants to some students in state and federal prisons. From 2016–2022, Second Chance Pell empowered over 40,000 students to earn an estimated 12,000 credentials.
On July 1, 2023, funding access for incarcerated students was reinstated through the FAFSA Simplification Act, effectively ending the three-decade ban on Pell Grants in prisons. As we celebrate this historic progress in the prison education system, we must also acknowledge its shortcomings. Corrections officials, education experts, and advocates must work to establish transparent and equitable policies to realize the full potential of higher education in and outside carceral settings.
The importance of education
“It was one of my dreams to go to college…I was so happy to be in the classroom, despite my incarceration.”
– Tyrone Walker
Ninety-five percent of incarcerated people will eventually re-enter society; their success upon re-entry is a matter of public interest. Education holds transformative possibilities, removing common barriers to successful re-entry and uplifting future generations. People who participate in education programs have a 13% higher employment rate upon returning home, often finding well-paying, stable jobs as a result of their education. According to a 2013 RAND study funded by the Department of Justice, participants in higher education programs are 43% less likely to recidivate. Higher education programs in prison also serve as motivation for the children of incarcerated students to pursue higher education in the future — a powerful tool in disrupting vicious cycles of incarceration, poverty, and lack of educational opportunities.
In addition to the students themselves, carceral facilities and even the general public stand to reap enormous benefits from prison education programs (PEPs). Higher education programs in prisons have been proven to reduce violence, improve safety, and change prison culture by offering opportunities for growth, learning, employment, and preparation for the future. Additionally, experts estimate every $1 spent on higher education programs within prisons saves taxpayers up to $5 in incarceration costs. Higher education has the power to uplift stakeholders in and outside of prisons.
Beyond the material benefits for incarcerated students and the public, education instills hope and fosters a more positive, growth-minded culture. By participating in educational programs, incarcerated individuals experience significant mental health benefits, develop social skills, and gain valuable job-related abilities. Education equips incarcerated individuals with the knowledge to navigate life beyond prison, understand themselves and their loved ones, and pursue goals of learning and growth. Rehabilitation must be rooted in education, fostering a growth mindset that supports personal and societal transformation.
Year reflection
Over the past year, advocates and lawmakers have made significant headway in streamlining the Pell process. All fifty states, Puerto Rico, and the Bureau of Prisons have established processes to screen potential PEPs.
Several states have distinguished themselves as leaders in prison education. California became the first state to receive approval for a new PEP in January 2024. Two more Ohio universities have applied for Pell eligibility following a 15% drop in recidivism across the state. In Maryland, the Department of Public Safety and Correctional Services announced plans to install a college or university program in every state facility by 2027. This July, Maryland held its first graduation ceremony in a women’s jail, celebrating two students’ completion of their bachelor’s degrees.
However, progress has not been consistent across every jurisdiction. In Florida, Governor Ron DeSantis vetoed a bill that would have allowed in-state residency for tuition purposes for people incarcerated in state or federal prisons.
Next Steps: expediting PEP approval and accessibility
Though expanding Pell eligibility is a crucial step, many students still struggle to access education behind bars, stymied by a lack of programs and an opaque application process.
“The associate’s degree [that I was working on] was all that Allegany College was offering at that time…Although we all wanted a four-year degree, we were only allowed to take what was available.”
— Tyrone Walker
As of June 2024, only one new program has been approved by the U.S. Department of Education (DOE) as Pell eligible. Of the existing programs, many issue only short-term certifications and associate degrees, with no four-year degree pathways. This scarcity reinforces inequity — marginalized groups are even less likely to have access to Bachelor’s programs. In many states, women in prison have less access to Pell-eligible programs than men in prison, with no access to college programs in 11 states. Black students remain underrepresented by 8% as compared to the general prison population. Limited PEP access amplifies injustice in a country that already incarcerates Black and brown people at disproportionate rates, sending rippling effects through communities. The current landscape of PEPs cannot serve an estimated 760,000 eligible students.
The DOE must work with accrediting agencies, state departments of corrections, and higher education institutions to streamline PEP approval.
Once an incarcerated student manages to secure a spot in an eligible PEP, they may still be unable to access vital aid. Students must submit personal documents, such as proof of citizenship and a FAFSA to apply for Pell funding. Many prisons severely limit access to personal documentation and the internet, making this process near-impossible to navigate. Incarcerated students are in desperate need of accurate and timely information about application processes, the cost of attendance, and conditions of agreeing to financial aid.
“I have seen firsthand how important it is to make all information accessible and understandable. Often, students fill out the form incorrectly, receive it back in the mail, and are confused about what went wrong… Support would be a huge step forward in making financial aid more accessible and the application process smoother.”
– Tyrone Walker
Over the past year, jurisdictions across the country have made important steps toward improving education access for incarcerated students. Corrections and Education Department officials, higher education institutions, and students in prison must work to create transparent channels of communication to ensure that every student can realize the promises of higher education.
“Higher education had a huge impact on my life at that time. It was one of my dreams to go to college.”
— Tyrone Walker
This year, Tyrone will graduate from Georgetown University’s School of Continuing Studies. After nearly three decades of fighting for his education, he will finally achieve his dream.
Fatimah Khan is a junior at Barnard College, studying Economics and Human Rights. Tessa Rose Crowley is a junior at Brown University studying International and Public Affairs.
