Introduction

Recidivism rates in the United States have stayed alarmingly high throughout history. On average 60% of people released from prison end up back in prison within three years. In addition, the numbers rose to 79% after five years and 83% after nine years (Bureau of Justice Statistics, 2003). A major contributor to this is that many ex-inmates struggle to adapt to society as they lack skills, education, and opportunities. Unfortunately, these disadvantages occur long before incarceration. Over 40% of the prison population has not completed high school, as opposed to just 18% of the general population (Bureau of Justice Statistics, 2003). With higher education levels, recidivism decreases as former inmates have a better opportunity to secure employment. However, inmates who were labeled "at-risk" or had lower expectations of them often re-offend because, once they are released, they struggle to understand societal expectations or get a job (Martin & Beese, 2017). Addressing these educational gaps is essential for breaking the cycle of incarceration and helping people successfully reintegrate into society.  As previously stated, educational gaps make it difficult for people to reintegrate into society after they’re released from prison. Without a high school diploma or equivalent, many ex-inmates don’t have the basic skills—like reading, writing, and math—that are necessary to get and keep a job. A report from the RAND Corporation found that inmates who took part in educational programs were 43% less likely to end up back in prison compared to those who didn’t (Davis et al., 2013). The same study showed that for every dollar spent on prison education programs, there’s a $4 to $5 savings in incarceration costs because of lower recidivism rates. Beyond just improving job skills, education helps people develop critical thinking, self-discipline, and confidence. 

Disparities Before Prison

Early systemic marginalization of children lowers educational proficiency, leading them to offend and re-offend because society has not equipped them with the necessary skills to meet societal expectations. Instead of being given the resources and support they need to succeed, research states these children are often labeled as “problematic” in school, leading the children to become frustrated and disengaged. Instead of focusing on individual growth, schools prioritize improving overall test scores and place these marginalized and “problematic” students into classrooms with lower expectations. Research shows these failures, combined with cultural biases in predominantly White schools, push Black and Hispanic students towards the criminal justice system. The school to prison pipeline disproportionately affects minority inmates, who are more than twice as likely as White inmates to lack a high school credential (Martin & Beese, 2017). These disparities highlight the larger societal inequities that often start in education and end with incarceration.  

School-to-Prison Pipeline 

The underfunding of public schools in low-income areas reinforces the school-to-prison pipeline. Schools in high-density and low-income neighborhoods—primarily attended by Black and Hispanic students—receive much less funding than schools in wealthier, predominantly White suburban areas. In Chicago, for instance, public schools in majority-minority neighborhoods spend roughly $8,500 per student, while suburban schools with predominantly White students spend about $17,300 per student (Martin & Beese, 2017). These funding gaps mean fewer resources, larger class sizes, and less access to experienced teachers, making it harder for students in these neighborhoods to succeed. This low investment in education leads to higher dropout rates and increases the likelihood that these students will become involved in the criminal justice system.  

Even after individuals are incarcerated, the resources available to them often fail to address the core issues that led to their imprisonment. Prison libraries, for example, are usually underfunded and stocked with outdated or unengaging materials, such as encyclopedias, dictionaries, and religious texts Incarcerated individuals need access to relevant and diverse materials that provides them with educational tools and opportunities so that they can grow and prepare for life after prison. Many inmates enter the prison system with low literacy levels, making it even harder for them to reintegrate into society. Many inmates enter the prison system with low literacy levels; meaning, it is especially important that they have books that are accommodating and promote growth Without the ability to read or write proficiently, securing employment, managing finances, and understanding legal rights become nearly impossible. Engaging Books allow for a pathway for inmates to develop these skills, allowing them to improve their literacy, critical thinking, and problem-solving abilities. 

Books Help 

Beyond basic literacy, books expose incarcerated individuals to new ideas, perspectives, and possibilities. Reading about financial literacy, career development, and self-improvement helps inmates prepare for life after prison, giving them the tools to find stable employment or even start their own businesses. Access to history, philosophy, and social justice literature helps inmates better understand the world around them, allowing them to advocate for themselves and make informed decisions. Fiction books can also serve an important role by offering an emotional escape, helping inmates cope with stress, and encourage empathy by allowing them to see the world through different perspectives. 

Prison Libraries

Prison libraries, when properly funded and supported, offer more than just books—they provide structured learning environments. Many prisons with strong library programs offer book clubs, study groups, and literacy classes that help inmates engage with reading in meaningful ways. These programs not only improve literacy rates but also build confidence and a sense of accomplishment. Unfortunately, the amount of strong prison library programs is severely lacking for the outside world. Expanding access to relevant, engaging, and educational books is a simple but powerful way to break the cycle of incarceration and help individuals successfully rebuild their lives. 

Conclusion

The school-to-prison pipeline, under-funding of predominately non-White schools, and current prison environments and policies are all systemic practices that negatively impact incarceration and re-incarceration rates. By focusing on education, literacy, and access to resources, we can create meaningful opportunities for incarcerated individuals to rebuild their lives. These prison libraries and donations are not just about reducing recidivism, it is about creating pathways to success, addressing systemic inequalities, and making sure that all individuals have the opportunity to contribute to society. Donating books to prisons is one of the first, most valuable steps toward achieving this goal.