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Hancy Maxis spent 17 years behind bars in New York, fully aware that he needed a strategy for reintegrating into society upon his release.
“I had to consider how I would make myself marketable once I returned to New York City,” he reflected. “For me, mathematics represented that opportunity.”
Maxis earned his bachelor’s degree in mathematics in 2015 through the Bard Prison Initiative, an accredited program that enables incarcerated individuals to pursue higher education. His senior project focused on leveraging game theory to promote equity in healthcare, inspired by the fragmented treatment his mother received during her breast cancer diagnosis, from which she has since recovered.
After his release in 2018, he wasted no time and applied for a master’s program at Columbia University’s Mailman School of Public Health. Now successfully graduated, Maxis has taken on the role of assistant director of operations at Montefiore Medical Center in the Bronx, where he contributed to the hospital’s Covid-19 response efforts.
Maxis’s journey is emblematic of a broader trend observed in recent years, where mathematical literacy has proven pivotal for incarcerated individuals striving for better economic prospects. A 2021 study involving over 5,500 adults indicated that respondents earned an additional $4,062 per year for each correct answer they provided on a simple eight-question math assessment.
Although little research specifically addresses the impact of mathematical education within prison systems, existing studies indicate that educational programs can significantly reduce recidivism and bolster employment opportunities post-incarceration, as detailed in a prominent Rand Corporation report.
Furthermore, education, particularly in mathematics, serves to empower individuals. A 2022 study highlighted that women participating in prison education programs reported improved self-esteem, enhanced feelings of belonging, and increased optimism about their futures compared to their peers who had not engaged in such programs.
Despite these benefits, a significant number of incarcerated individuals enter prison with limited mathematical skills and negative experiences with math education. Recent data from the National Center for Educational Statistics reveals that over half (52 percent) of those in U.S. prisons lack fundamental numeracy skills, such as long division or interpreting basic graphs. This gap is even wider among Black and Hispanic prison populations, who constitute a majority of those incarcerated.
In conversations with various stakeholders, it became clear that the availability of math education within prisons is severely limited, with most programs struggling to attract participants. For instance, Bard’s initiative, which relies heavily on private funding, only operates in seven out of New York’s 42 prisons. The recent expansion of federal Pell Grants to cover incarcerated individuals offers a promising avenue for many to acquire these essential skills, enhancing their employment prospects after release.
Alyssa Knight, the executive director of the Freedom Education Project Puget Sound, highlighted the evolving landscape of prison education. In the past, most educational offerings were initiated by those incarcerated, often involving requests to outside educators for materials or classes. However, Knight noted increasing recognition of the importance of education in correctional settings, supported by the Pell Grant expansion and various state legislative efforts, which have made program implementation more accessible for colleges.
Jeffrey Abramowitz, who has experienced the transformative power of math firsthand, echoed this sentiment. Following a five-year term in federal prison, he began his career by teaching math to adults preparing for their GEDs. Close to a decade later, he now serves as CEO of The Petey Greene Program, an organization dedicated to providing tailored educational support—including math—to those in and beyond prison, aimed at meeting high school diploma requirements or facilitating college admissions.
According to Abramowitz, many of their students enter the program with math skills at a fourth or fifth-grade level, typifying the challenges faced by “justice-impacted” learners who often struggle with basic arithmetic.
“Succeeding in most industries hinges on foundational skills like reading, writing, and arithmetic,” he stated. His organization has begun to implement more integrated programs that connect vocational training with necessary math skills, illustrating the link between education and employability.
Paul Morton, a former inmate, shared how math became a crucial aspect of his rehabilitation. Arriving in prison with limited math knowledge, he discovered an interest in physics only to realize he lacked the requisite mathematical foundation. Requesting math textbooks from family, he diligently taught himself algebra and calculus over the course of his imprisonment.
“One day, I spent six hours trying to solve a single problem,” Morton recalled, underscoring his determination and commitment to mastering the material. Since his release in 2023, he has been studying for the actuarial exam, positioning himself for a future in a math-intensive career.
The Prison Mathematics Project, which facilitates math learning for incarcerated individuals, pairs participants with mathematicians as mentors and provides resources and materials tailored for those behind bars. Founded by Christopher Havens during his own incarceration, the initiative is designed to inspire a love for math, starting from simple puzzles to advanced topics like algebra and calculus.
Havens, now close to being released, remains connected with the program, assisting in its evolution and outreach. He emphasizes the life-changing potential that a deep understanding of mathematics can provide, stating, “For 25 years of my life, I can learn something that I wouldn’t have the opportunity to learn in any other circumstances.”
Still, there are challenges to overcome within the program’s demographic reach. Executive Director Ben Jeffers pointed out that the participant population of the Prison Mathematics Project does not entirely reflect the racial and gender diversity of the overall prison system. More outreach is needed to engage individuals from underrepresented groups who may face additional anxiety or apprehension around math, causing disparities in participation.
Sherry Smith, a participant in GED classes at a women’s reentry center, illustrated a further dimension of these challenges. When she began her studies, she felt embarrassed due to her lack of formal education. However, with personalized instruction and a supportive environment, she successfully completed her GED math course and is now pursuing an associate’s degree.
Havens, who has continued to thrive academically while incarcerated, is poised to take on new initiatives post-release. Under new leadership, the Prison Mathematics Project aims to expand its reach and impact, further solidifying its role in helping incarcerated individuals rebuild their lives through the power of mathematics—proving that education can indeed redefine futures.
Source
hechingerreport.org