Strengthening Workforce Training for People Who Are Incarcerated

Developing Pathways to Economic Mobility for People Who Are Incarcerated 

Workforce training programs that equip people who are incarcerated with the knowledge, skills, and credentials needed in today’s rapidly evolving labor market can transform lives. Developing pathways to economic mobility isn’t just about helping people who are incarcerated—it’s about enriching their families and communities, filling workforce gaps, and driving economic growth. Although Pell restoration was a significant step forward, more work is needed to ensure that facility-based workforce training programs are high-quality, align with students’ education and career goals, are articulated with community-based programs, and meet labor market needs. 

Steps to Establishing a Successful Workforce Development Strategy     

One effective workforce development strategy is integrated education and training (IET), which combines academic and employability skills with workforce training. After supporting more than 30 state and local corrections agencies with developing IET programs, RTI International has learned that successful training programs require collaboration among corrections administrators, educators, counselors, employers, workforce development agencies, and people with lived reentry experience. Together, they must complete the following steps:

1. Regularly evaluate labor market trends and skills gaps by 

• analyzing labor market information and state regulations,
• validating findings with employers and other workforce development partners, and
• using findings to identify which training programs will prepare people who are incarcerated for viable jobs with family-sustaining wages.       

2. Leverage and maximize existing resources by

• regularly assessing existing adult education, postsecondary, and career and technical education programs to determine whether they should be revamped to meet student and labor market needs better;
• tapping internal expertise among instructors, counselors, community training providers, employers, and workforce development partners;
• providing instructors and counselors with the professional development and support necessary to strengthen the services they provide; and
• piloting programs before they are scaled.

3. Co-design relevant curricula by

• asking for guidance from industry partners about the academic, employability, and technical skills required for in-demand jobs;
• encouraging partnerships among workforce training and academic instructors to develop and deliver contextualized instruction; and
• forming communities of practice among instructors in states or within specific industry sectors to share curriculum and best practices. 

4. Create structured channels for ongoing data collection and feedback by 

• developing a plan for regularly evaluating programs;
• building the capacity of instructors and administrators to collect, analyze, and use data to improve programs;
• soliciting input from students, instructors, and employers throughout program design and implementation; and
• using evaluation findings to make the case for continued investment. 

5. Support the transition process by

• expanding technology access in correctional facilities to help people who are incarcerated gain the digital literacy skills needed for employment and everyday life;
• fostering collaboration among community colleges and employers to offer apprenticeships, internships, and other work-based learning opportunities that provide a bridge between training and employment; and
• providing navigation and mentoring support to people before, during, and after release. 

Contact Us to Learn More About Effective Workforce Reentry Programs

Regardless of the workforce development strategy being pursued by corrections agencies and their partners, these steps will ensure that the strategy meets the needs of students and employers. Email us at IETinCorrections@rti.org with questions about these steps or to learn more about our services, research, and expertise.