Seeing Through the Eyes of Local Adult Education Providers: A Case Study Exploring the Implementation of Corrections Education Programming

This dissertation explores the experiences of local adult basic skills providers with the Workforce Innovation and Opportunity Act (WIOA) Title II corrections education programming in North Carolina. This programming includes adult basic education, adult secondary education, and English language acquisition instruction for individuals who are incarcerated. A qualitative case-study approach was used to gather insights into local program directors’ experiences related to the implementation of WIOA-funded corrections education programming. Potential participants were identified using a purposive sampling strategy to ensure a diverse group of participants regarding geographical location, rural vs. urbanserving institutions, length of time involved in corrections education programming, and size of institutions. Semi-structured interviews were conducted with seven participants to gain additional insight into the daily experiences of adult education providers. Findings from this study highlighted five distinct themes: (1) limited access, (2) staffing challenges, (3) uncertainty of federal and state funding, (4) leadership support at state and local levels, and (5) inconsistent terminology. The themes aim to create awareness of local adult basic skills programs' challenges and difficulties when operationalizing corrections education programming. They also aim to highlight the strengths and protective factors of successfully implementing corrections education programming. By examining the experiences of local program directors, this dissertation contributes to research and tangible implications for policy, practice, and educational leadership programs, hoping to advance the ease and impact of program implementation.<p></p>