Journal ofEvaluation and Progmm Plmning, Vol. 1, pp. 83-84 (1978). F’ergamon Press. Printed m USA

BRIEF’ REPORTS

EFFECTS OF A COMPENSATORY MATHEMATICS PROGRAM ON A GROUP OF PRISON INMATES

FRED SMITH

Louisiana State University

SAM ADAMS

Louisiana State University

GEORGE ROUNDTREE

Louisiana State University

INTRODUCTION

The theoretical assumptions behind this study were that mathematics could be broken into such minute steps that achievement virtually could be guaranteed and that this achievement, coupled with individual attention, would result in improved self-esteem. These assumptions were felt to have much validity among prison inmates because preliminary surveys by these authors had revealed that most had very poor school achievement records. Furthermore, their interpersonal relationships generally had been negative.

PROCEDURE

In May of 1975, all prison trustees assigned to the Louisiana State Police Headquarters were given the op- portunity to enroll in a specialized learning program. Applicants were screened by selecting only those who had a WAIS IQ of at least 80 and reading achievement level of at least first grade. This resulted in an initial sample of 40 persons. A similar group of 40 prison trustees housed at the Louisiana National Guard Headquarters was selected as a control group. Both groups were pretested on mathematics and self-esteem.

Each person in the experimental group was then ran- domly assigned to one of 8 tutors. The tutors worked with

each inmate for two 45 minute periods per week for 18 weeks. The learning program for each inmate was de- signed specifically for him based on the results of an extensive series of diagnostic tests in arithmetic. At the end of the learning period, all members of the experimen- tal group and those in the control group were retested. A change score was generated for each person by subtract- ing his pre-test score from his post-test score. Statistical significance of the difference between control and ex- perimental group mean change scores was determined by use of the Y” test.

DATA SOURCES

Sources of data for this study were the inmates. Tests used were the Adston Arithmetic Survey Test (Adams, 1971)

and Bennett’s Self Attitude Inventory (Boundtree, 1976).

RESULTS AND CONCLUSIONS

In arithmetic, the mean change score for the experimen- tal group was 5.64; for the control group it was -2.83. This difference of 8.47 yielded a Y’ of 5.02, significant at the .Ol level. In self esteem, the experimental mean change score was 2.76, while the control mean was 1.25. This difference of 1.51 yielded a “t” of 3.42, significant at the .Ol level.

We may conclude from these results that positive change in both arithmetic achievement and self-esteem was produced in the experimental group. Of course, we cannot be sure of the relative importance to these changes of the subjects’ success in arithmetic and the relationship between inmate and tutor.

Request for reprints should be sent to Fred Smith, Chairman, Louisiana State University, Department of Education, Baton Rouge, Louisiana 70803.

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a4 FRED SMITH, SAM ADAMS and GEORGE ROUNDTREE

EDUCATIONAL IMPORTANCE

The results of this study indicate some validity for the two hypotheses involved. If, as the results indicate, arithmetic can be broken down into such minute, concrete steps that achievement can be assured, and if the learning program and/or achievement result in improved self-esteem, then this method could be an important component of compen- satory programs.

There is ample evidence summarized by Schreiber in the fourth edition of Encyclopedia of Educational Re- search that dropping out of school is correlated with poor achievement and poor self concept (Schreiber, 1969). While all school dropouts are not necessarily potential criminals, a large percentage of prison inmates and all. experimental subjects in this study were school dropouts. Furthermore, all were members of minority an&or cul- turally deprived groups. Any program which can help

such persons learn and improve their self-esteem has social as well as educational significance.

An additional outcome of the project was improved employability of these prison inmates. It was proposed that a minimum of 60 percent of the participants would be placed in a job or a higher level training program after completing the project. A follow-up of participants after completion of the project shows that approximately 90 percent had obtained jobs or entered a higher level train- ing program. A direct comparison of this result with that for the control group was not feasible. However, from the observation of long established patterns it was evident that this level of employment far exceeded that which could have been expected from the control group. There- fore, we may conclude that the project did significantly improve the employability of participants.

BIBLIOGRAPHY

ADAMS, SAM and LESLIE ELLIS. Adston Diagnostic Instruments in Elementary School Mathematics. Baton Rouge: Adston Educa- tional Enterprises, Inc., 1971.

RQUNDTREE, GEORGE A. “An Experimental Study of the Effects of a Mathematical Education Model on Self-Esteem of Male Prison Inmates.” Unpublished Doctoral dissertation, Louisiana State University, 1976.

BENNETT, L. A., D. E. SORENSON and H. FORSHAY. “The Applica- tion of Self-Esteem Measures in a Correctional Setting.“Journal ofResearch in Crime and Delinquency, Volume 8, pp. l-10,1971.

COPPERSMITH, S., The Antecedents ofSelf-Esteem. San Francisco: W. H. Freeman, 1967.

SCHREIBER, DANIEL. Encyclopedia ofEducational Research. New York: The Macmillan Company, 1969.