Getting a GED in prison can be a challenge! I have been a tutor at the Lawrenceville Correctional Center for two and a half years. The overall process of obtaining the General Education Diploma (GED) can be an extensive challenge to an offender. An inmate is given a placement test. This test consists of reading, language, and math to determine his existing educational skills. The students are then ranked in tiers according to their level of comprehension and ability to perform successfully in the three tested areas of the placement test. Then the student is assigned to a prescribed curriculum of study known as the TABE Curriculum. TABE has four levels which increase in difficulty from E, M, D, to A. After advancing to Level A, the GED Ready Test is administered in house. The test is designed to evaluate the student and determine whether he is ready to actually take the official GED Test. Previously, the GED Ready Test was a prescreening procedure to determine whether the student would successfully pass the official General Education Diploma Test. The Ready Test was eliminated during the pandemic due to cost, lack of manpower, and time restrictions. This denied those with the ability to pass the GED test from taking it and adding more time to their educational training. The testing proctors were not always available when testing schedules were announced to students deemed ready to take the official GED Test. Sometimes the students had very short windows to prepare themselves for the test. Other times the proctors would have to reschedule the test due to institutional delays or shutdown/lockdown procedures. Study materials are limited and this to frustrates the student that really wants to apply themselves in preparation for taking the GED. Test. Often times the students would become frustrated or ill prepared to successfully pass the test because of these disruptions to the learning process. Many students would simply give up trying to take the test under such unreasonable and challenging circumstances. But those student's that forged onward to accomplish the goal of mastering the GED had a thirst to succeed. The final reward is graduation day and a feeling of pride within themselves for meeting the challenge head on in accomplishing their goal in a prison setting. Returning back to society in an ever more competitive world, a GED Diploma opens the door to better opportunities that were never available to the student prior to earning their GED. In some cases, it opens the door to pursue a college degree or a vocational trade and stop living a life of criminal activity. As a tutor and fellow incarcerated offender at Lawrenceville Adult Education School Authority, it gives me great pleasure to aide and assist my fellow incarcerated brothers to achieve their educational goals. Jonathan Lewis, #2044213 Lawrenceville Correctional Center - Transitional Community

One of the proudest moments of my incarceration was on May 12th, 1996 when I received my Bachelor of Science Degree in Psychology from Liberty University in Lynchburg, Virginia while incarcerated at the Southampton Correctional Center. It was a promise that I managed to keep to my mother who died of breast cancer on June 14th, 1994. During that same year, on September 12th; President Bill Clinton signed an Executive Order to eliminate the "PELL GRANT" for all incarcerated persons both Federal and State. It was the worst executive decision that any chief of state, or, legislative body could have done. When I arrived at the Southampton Correctional Center on July 12th, 1982. I had only a high school diploma to my academic creditability. I was a high school graduate with honors from the Indian River High School of the Class of 1977 in Chesapeake, Virginia. My family could not afford to finance my college education upon graduation from high school. So, I enlisted in the U.S. Army with the hopes of gaining a military career and furthering my academic education. Unfortunately, I was injured during my military training and medically discharged under honorable conditions from my intended goals. I learned that goals may be altered due to the struggles that our personal choices undergo on the journey of life. But that burning desire to achieve the impossible never left my spirit. I was the first son and member of my immediate family circle to achieve that impossible goal of obtaining a college degree. Yes, my first academic achievement during my incarceration was earning a Career Studies Certificate in Supervision on June 12, 1987 from Paul D. Camp Community College in Franklin, Virginia. Afterwards I earned an Associates in Arts and Science Degree in Education from Paul D. Camp Community College May 12, 1989. The Paul D. Camp Community College was the only local college program that took the initiative to see the benefit of bringing a high educational opportunity inside the prison walls to young men who needed to be given a second chance at succeeding in life upon their reentry to society. I meet some of the finest educational professionals from Paul D. Camp Community College who truly inspired us to thirst for a high educational opportunity. Those that could afford to achieve the financial assistance of the Pell Grant and win scholarship endorsements to complete their chosen academic goals became better men both in the prison environment and upon their release back to society. They became mentors and tutors in the prison community that inspired others to want to achieve and earn their General Education Diploma - G.E.D., or, purse a college degree. Today, I have my sights on pursuing my Master's Degree. I still have that thirst to achieve the impossible... it will be done and more someday soon. Second chances are earned. Thank you, Jonathan D. White VaDOC No.#1161021 Lawrenceville Correctional Center - Transitional Community

Both the Virginia Interfaith Center for Public Policy and the Valley Justice Coalition support this bill to expand education in the facilities--especially college education. Education for those incarcerated has shown to lower recidivism rates and increase employment on release. Please vote YES for HB2158.

Dear Committee Members, I am writing you in support of HB2158, which establishes a comprehensive educational system within Virginia’s correctional facilities and creates the Virginia Prison Education Task Force. What we have learned is that education is an important element for those who are incarcerated. Education lessens the likelihood that someone will recidivate, it is imperative to help them reform, and it gives them a better chance for stable employment once they are home. For those who are serving longer sentences, it gives them purpose and it also helps them to grow as individuals. This could create more positive spaces within the Department of Corrections. Public Safety also includes preparing our returning citizens to be contributing members of society. That starts with an education. Please support HB 2158.

Comments Document

Dear Chairperson Simonds and Members of the Subcommittee, My name is Bobby Vassar. I have been a Virginia resident since 1965 and currently live in Richmond. I’ve served in leadership roles for three Virginia governors and on boards for four others, including five years as Chairman of the Virginia Parole Board and eight years on the State Board of Corrections. This experience has shown me the critical role education plays in reducing recidivism and fostering successful reintegration. I strongly support House Bill 2158, which establishes a comprehensive educational system within Virginia’s correctional facilities and creates the Virginia Prison Education Task Force. The Case for Expanding Higher Education in Prisons Safer Communities Through Reduced Recidivism Education is a proven tool for reducing recidivism. Research shows that incarcerated individuals participating in higher education programs are 66% less likely to reoffend. My experience on the Parole and Correctional Boards affirms the stark difference education makes. It fosters accountability, critical thinking, and hope—qualities that contribute to safer communities. Fiscal Responsibility and Long-Term Savings Incarceration costs Virginia $61,000 per person annually. Expanding prison education can significantly reduce these costs, with national estimates suggesting savings of $365 million annually. House Bill 2158 is both morally and fiscally prudent, aligning public safety with taxpayer savings. Addressing Racial and Economic Disparities Black individuals comprise 43% of Virginia’s incarcerated population, despite being only 20% of the state’s residents. Education is a powerful equalizer that can dismantle systemic barriers and break cycles of incarceration and poverty. By enacting HB2158, Virginia can address inequities while providing new opportunities for historically marginalized communities. Strengthening Virginia’s Workforce and Economy Equipping incarcerated individuals with certifications and degrees addresses critical workforce shortages while stimulating economic growth. Education reduces dependency on social services, offering transformative benefits to individuals, their families, and communities. Breaking Intergenerational Incarceration Cycles Education’s impact extends to future generations. When incarcerated parents earn degrees, they model resilience and success for their children, reducing the likelihood of intergenerational justice involvement. Challenges and Opportunities Virginia has made strides with programs like Second Chance Pell, but these reach only a fraction of the 14,000 incarcerated individuals in the state. HB2158 addresses barriers limiting education access: Technological Gaps: Expanding digital infrastructure ensures access to modern educational tools. Program Availability: Broadening access eliminates waitlists and restrictive eligibility. Teacher Compensation: Competitive salaries attract skilled educators to correctional facilities. House Bill 2158 represents a transformative step forward. It strengthens public safety, reduces costs, addresses inequities, and builds a more inclusive economy. I urge you to support this bill. Virginia has an opportunity to lead in reentry success, workforce development, and community safety. Thank you for your consideration. I am happy to answer any questions. Respectfully, Bobby Vassar Former Chair, Virginia Parole Board

Comments Document

TESTIMONY BY Jasmine L. Tyler Executive Director, Justice Policy Institute RE: House Bill 2158 Education - K-12 Subcommittee Establishment of General System of Schools for Incarcerated Individuals Monday, January 27, 2025 Dear Chairperson and Members of the Subcommittee: Thank you for the opportunity to provide written testimony in strong support of HB 2158, a transformative proposal to expand higher education opportunities within Virginia’s correctional facilities. My name is Jasmine Tyler, Executive Director of the Justice Policy Institute (JPI). I also teach public policy at Georgetown University inside the Washington, DC Jail, where I’ve witnessed the life-changing power of education. As a Virginian, this issue is deeply personal. My father, who earned his GED while incarcerated, demonstrated how education can transform lives even in the most challenging circumstances. Programs like those proposed in HB 2158 provide tools to break cycles of incarceration, promote rehabilitation, and empower individuals to reenter society as skilled, hopeful contributors. The Impact of Education Education fosters hope and purpose, encouraging incarcerated individuals to envision better futures. Research shows that higher education reduces recidivism by up to 66%, saving taxpayer dollars while enhancing public safety. Programs like Second Chance Pell equip individuals with credentials for high-demand careers, addressing Virginia's severe labor shortage, where there are 48 workers for every 100 available jobs. Fiscal and Workforce Benefits Virginia spends $61,000 per year to incarcerate one individual. Expanding higher education could reduce costs by lowering recidivism rates, potentially saving millions annually. Yet, only 600 of Virginia’s 14,000 eligible individuals currently access these programs. HB 2158 creates pathways for broader participation, aligning educational opportunities with workforce demands in fields like healthcare, technology, and skilled trades. Addressing Equity Virginia’s incarcerated population reflects systemic inequities—43% are Black, though Black residents represent only 20% of the state population. HB 2158 advances equity by providing tools for economic stability and upward mobility, breaking cycles of intergenerational incarceration and creating stronger families and communities. Learning from Proven Models States like New York and California have demonstrated the success of robust prison education programs. New York’s Bard Prison Initiative graduates boast a recidivism rate below 2%. Virginia has the opportunity to replicate these successes and become a leader in correctional education. Conclusion HB 2158 is a forward-thinking solution to Virginia’s challenges, reducing incarceration costs, strengthening the workforce, and advancing equity. I urge the subcommittee to vote in favor of this transformative legislation, reaffirming the belief that every individual has the capacity to learn, grow, and contribute to our shared future. Thank you for your consideration. Sincerely, Jasmine L. Tyler Executive Director, Justice Policy Institute