Theses and Dissertations

Advisor

BURSON, DEBRA B.

Committee Member

HENNINGTON, CARLEN

Committee Member

HANNA, HEATHER

Committee Member

CARTER, AMY

Date of Degree

12-12-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Doctoral Capstone - Open Access

Major

Education (Educational Policy and Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

Higher education in prison reduces recidivism and improves reentry outcomes, yet Mississippi’s prison education programs remain underdeveloped due to financial constraints, policy challenges, and systemic barriers. While national research on prison education is expanding, Mississippi-specific policy evaluations remain limited. This capstone employs a desk-based research methodology, integrating a systematic literature review and policy analysis to examine these challenges. The study synthesizes recent research on the impact of prison education, funding limitations, and policy frameworks, addressing a critical gap in state-specific policy evaluation. The policy analysis evaluates Mississippi’s correctional education policies and funding mechanisms, using Southwest Mississippi Community College’s (SMCC) Prison Education Program (PEP) application at Wilkinson County Correctional Facility (WCCF) as a case study to highlight institutional and regulatory hurdles. Although the project was originally conceived to include direct research with incarcerated students, IRB constraints necessitated a desk-based approach. Institutional schedules and program records were monitored to provide contextual information on operations; however, no interviews were conducted with incarcerated individuals, and no participant-level data were collected for this study. Findings indicate that Mississippi relies heavily on private funding, while bureaucratic inefficiencies, digital access restrictions, and policy gaps further limit educational opportunities. These barriers disproportionately impact African American males, exacerbating educational and economic inequalities. Comparative insights from Alabama, Louisiana, and Texas suggest that policy reforms, federal resource expansion (e.g., Second Chance Pell), and funding transparency could improve program accessibility. This study provides evidence-based recommendations for Mississippi policymakers, MDOC administrators, and community stakeholders to enhance correctional education, fostering post-release success and workforce reintegration.

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