Mara Duncan teaches at Contra Costa Adult School (CCAS) in the West County Detention Facility (WCDF), a jail located in Richmond, CA, across the bay from San Quentin. In 2010 Richmond ranked the 6th highest crime rate among 400 US cities, right behind Oakland. We arranged for this interview at the 2011 Centerforce Conference.
What is your history in education and how long have you been working at WCDF?
I have a B.A. in Psychology, a M.Ed. in Counseling, and two ABDs (All but Dissertation) in Clinical Psychology and Education. I have taught in public schools for over 20 years, ranging from third grade through the university level. About six years ago, I was a short-term substitute Independent Study teacher at the Martinez facility, soon became a regular sub at both West County and Martinez, then part-time Independent Study teacher, and finally full-time at WCDF.
What education programs do you offer at WCDF?
CCAS – under the aegis of the Contra Costa County Office of Education – serves students who are inmates in the county jail system. The school program is housed in the county’s three detention facilities: Marsh Creek (low security), West County (medium security), and Martinez (high security). Classes include Computer Applications, DEUCE, Parenting, Adult Basic Education, Adult Secondary Education (high school or adult school diploma), Independent Study, and English as a Second Language. The average length of student enrollment is four weeks.
What do you consider the most effective programs in reducing recidivism?
It depends on the needs of the individual student, and there are interactive effects between various classes. A student who has a strong academic history but is caught up in substance abuse may benefit most from the DEUCE (substance abuse and chemical dependency) and/or Parenting class. A student who did not do well academically may find confidence and motivation when passing the GED or mastering computer skills, but if struggling with unhealthy habits and/or beliefs, may benefit from combining academics and DEUCE.
The current buzz in terms of funding in California seems to be job-readiness skills. Leaving jail and finding a good job leading to financial stability is critical, but is not the whole story. Connecticut prisons reversed their recidivism rate from 70 percent to 30 percent by comprehensively addressing both the social and material needs of incarcerated individuals, including their families in the process. An inmate who has strong, connected, functional family relationships is less likely to return to jail or prison.
Lastly, I can only encourage my students to become life-long learners by educating themselves both formally and informally, and by becoming active citizens in creating the kind of world, they want for the children of this planet.
What are the demographics of your clientele?
Over 3,000 incarcerated adults enroll in the CCAS programs each year. African-Americans make up nine percent of county population, but 33 percent of student inmates; Hispanics are 18 percent of county population, 25 percent of students; Indians one percent of county population, two percent of students; whites 58 percent of the county population, 37 percent of students; Asians 11 percent of county population, three percent of students. About five percent of students were between 18 and 20 years old; 37 percent between 21 and 29; 26 percent between 30 and 39; 22 percent between 40 and 49; nine percent between 50 and 60, and about one percent over 60. About 81 percent of CCAS students are males; 19 percent females. (Figures are from 2008-09 school years.)
How is the CDCR realignment affecting your site?
It is difficult to state with any certainty as the changes are happening relatively slowly through court sentencing. In my classes, there appear to be more students with longer sentences, leading to more completions of the DEUCE program, and students wanting to do the parenting class multiple times.
