Archive for the ‘Educational’ Category

Below is an article on me, by one of my former student`s. The writer, Mike Virtue, is such an amazing writer & chef, and I was so honored when I read it, that I asked him if I could share this with the world via The SOP. More importantly, Mike will soon be writing articles for The Student Operated Press. Keep a lookout! -gbb

By Michael Virture

Communication is defined as the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs. In this block of classes I had Effective Interpersonal Communication and Presentation Skills. Someone not in the industry might ask you, Why are you taking a communication class in culinary school? What does that have anything to do with cooking? “To be honest, at first thought, the same questions crossed my mind when looking at my schedule initially. After taking the time to soak in the journey I was about to embark upon, I realized a few things. First, I realized that those questions are more ignorant than reasonable. The second thing that I realized was that I have been communicating in the restaurant industry for 14 years.

So, how is it then that if I have been communicating within the industry throughout my career has this class helped me? It has been helpful in a number of ways. To start, I have always been an outspoken person, and never felt that I had problems talking to people while working. What I`ve come to find out is that speaking in front of a group of people versus one on one while bartending or serving a table is a lot different. All eyes are on you. People hang on your every word. Judgments made by the slightest mistake or praises for a job well done are outcomes of your presentation. All these thoughts are ones I found inhabiting my mind as I was asked to make several presentations in my communications class. Here is where I learned the first useful tool from class.

Discussions in class about what happens to you when you present in front of groups and what to do to resolve these stage fright symptoms – Rapid heartbeat; Shaking or crackling voice; Shaking hands or legs? Don`t panic, just remember to breathe. Slow, deep breaths have a profound effect on nerves. Sounds simple, but it is very effective. I used this solution every time before speaking, and have used it in other situations not only to calm my nerves, but to help me keep my focus and concentration as well. It`s so simple, yet so effective.

Something else that has shown itself as a useful tool when communicating, not only one-on-one, but in groups as well, is speaking with a purpose. I thought about this after we talked about it in class and I compared it to how I would speak around my friends. If you are passionate about something, the way you present it should not change based on who you are talking to. If I want someone to believe the point I am trying to make, I find myself getting passionate at times. Using expression in my voice, inflection on the right words, making eye contact with which I am speaking too and speaking clearly and loud enough are all ways I talk to my friends.

So why is it that that changes when you put yourself in front of a group? It should not change, but maybe due to nerves or anxiety you look at people less, you miss the words that you want to really nail home or your passion is gone. This is probably what I took from this class the most, that there should be no difference, and that I would always remind myself that I am talking to just one person, and not a group. This made it much easier for me to present to the class on four separate occasions. Pretending that there was only one person in the room, I tried to communicate my point to that one person as I would a friend. This point was further validated early on in class when we discussed how to speak in front of groups. Professor Burke made a point to note that when he spoke, he made sure that he was making eye contact with each person in his audience, and as he did, spoke to them as they were the only one there. Then he would move on to the next set of eyes, and speak to them in the same manner. I found myself doing the same thing, and it made it so much easier to talk to my classmates.

It also made it easier because going into this class; I was the outcast, the new guy. I had switched from the mid-morning block of classes to the early morning block due to a job opportunity I did not want to eliminate. In making this switch, I was nervous to meet my new classmates. I had already established a rapport with my previous classmates and knew that any speeches I would need to give would have been easier in front of them versus a new group of people. On the other hand, it worked out in my favor because it made all the points that were discussed in class that much more valuable because I had to use them and make them effective in front of people I did not know. Would they even listen to me? Would they care about anything I had to say? These were definitely concerns, but were put at ease throughout the time in this class because of all the techniques Professor Burke taught me. From learning to breathe properly, to making eye contact, to using inflection in my delivery to even becoming more comfortable in my own skin in front of people, all these are things I will take with me into the culinary field, in whatever roll I take on.

How is this going to help me going forward and how does it apply to the culinary field? You open your own restaurant, you hire a whole new staff, and the first day of training comes and you need to address your staff. First impressions are so important and if you speak well in addressing your new staff, they will respect you more in the future. Conversely, if you address them and fumble over your words, don`t speak clearly or coherently, you not only sound like you don`t know what you are talking about, but your staff will not take you seriously and you have to work that much harder to earn their respect. Or, for instance, you are working at a restaurant and have to go out into the dining room and address a table for whatever the reason may be, you want to sound professional, and making a point to a customer is vital to the success of your restaurant. You impress them, they come back, you fumble and sound like an idiot or uneducated, they talk, and tell their friends, and now you have a negative reputation, and you have to work ten times as hard to gain their loyalty as your customers. Communication is the key. Do it well, and the result is professionalism and respect. Do it poorly, and you look bad, have egg on your face ” and have to work that much harder to accomplish anything else in the future. This is what I have taken from this class, thank you Professor Burke!

Why President Obama and Arne Duncan Need Glenn Brandon Burke, M.Ed.
By Alan Gray, NewsBlaze

I just finished reading Chicago Tribune columnist, Clarence Page’s article entitled “Quiet crisis in our colleges.”

The main message of the article is that higher education is sorely lacking in America. Student retention is low and so are graduation rates. President Obama’s proposed American Graduation Initiative would put $12 billion into community colleges, with the aim of adding five-million new graduates by 2020.

U.S. Secretary of Education Arne Duncan said he needs to find a way to keep more students enrolled, because almost half the students drop out before they have the opportunity to graduate. That makes the goal of five million graduates a tall order.

I’ve listened to Arne Duncan and he is a smart guy, but I know something he doesn’t. An old friend of mine, Glenn Brandon Burke, has the answer Duncan is looking for.

Burke is America’s number one Motivational College Speaker on Student Retention, Student Access, Student Equity and Student Success, and knows exactly what it takes to increase retention and increase graduation rates. Not only that, but when Burke increases student retention, he also increases the school’s revenue.

Glenn Brandon Burke started out on the wrong side of the success fence. He was a high school dropout, coming from a very disadvantaged life. At the age of 28, he finally realized that “Education is the Foundation for a Successful Life.”

So he enrolled in a community college, worked hard and smart to complete both his undergraduate and graduate degrees, and taught four-years at a community college and a couple of university courses. Now, he is known as “America’s #1 Motivational College Speaker on Student Retention and Student Success!”

Glenn Brandon Burke definitely has the answers Arne Duncan needs to achieve President Obama’s goals. I think I’d like to be a fly on the wall in a meeting with both of them, plus Robert Shireman and Massie Ritsch.

Glenn Brandon Burke’s web site has more detail, including contact information www.GlennBrandonBurke.com

Comment on this story, by email comment@newsblaze.com

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Copyright © 2009, NewsBlaze, Daily News

Student

Retention * Equity * Success

(Without the success of all these, the student loses out on a better life and the school has lost revenue.)

tudents are dropping out of college at an alarming rate! Why?

According to the U.S. Department of Education (2007) and the American Association of Community Colleges (2007), the attrition rate, or what’s more commonly known as the dropout rate, on average, for traditional colleges, universities, community college and career/technical colleges, the dropout rate is nearly 45%. In other words, nearly 1/2 the students in America are dropping out of their higher educational institutions within the first half of their studies. THAT’S SAD!

During a four-year study I conducted between 2001 – 2005 between 28 classes I taught, as well as random interviews with 1,800 students and 200 teachers at six different colleges, I learned why students dropout, why students didn’t know about the equal opportunities available, and why we haven’t had more students succeed with their education. As we all know, or should know, completing one’s education is the foundation to building a successful future, and for this to happen, all parties must be actively involved – staff, faculty, administration, peer leaders, and other student volunteers.

My four-year study began during my first semester teaching Public Speaking at a local community college when the Speech department put on a speech competition. I was told it was open to every student currently enrolled in Speech 101 who desired to try. I was further told that most, if not all teachers, told their students that if they participated and did their best, regardless of their outcome, they would receive extra credit. Well, knowing that allowing all students to participate would be a cluster you-know-what, I hand picked my two most promising students and encouraged them to enter the competition. Though they were both nervous, I assured them that I was their teacher and I would, during off-class hours, work with them. After all, isn’t that what a teacher should do – teach?

Well, both my students made it to the final round, but only one made it to the “Final Four” and he won! During our next faculty meeting I heard another teacher complaining about the competition, and she said the ‘teacher whose student won, was brought in as a ringer.’ Though I usually leave well enough alone and pick my battles, this one couldn’t be left alone since my ethics and integrity were brought in to question. So I politely introduced myself as the teacher who she recently accused or bringing in a ringer. And man, you should’ve seen her turn five shades of red. Couldn’t quite tell if it was from being embarrassed or due to the fact she was caught with her foot shoved half way down her throat. I told her he wasn’t a ringer. Rather a fulltime student and I felt he had enough raw talent that if we just worked together, he could become completely polished – which he was. And here she comes again… “Are you saying that you taught him how to do his speech so well!?! I laughed and asked if that was a trick question, because I certainly didn’t get it. But low and behold, she was serious. So I told her I stood before her as a teacher who did his job very well, and taught his student how to deliver an outstanding speech. She then informed me that I wasn’t allowed to coach my students. So I said, I’m sorry, the rule book wasn’t given to me. But if you would be so kind as to get me a copy of the rule book, next semester I promise I will know it cover to cover and not do anything against the rules.” As she asked around for a rule book, we quickly found out that there wasn’t a rule book, and no mention from the department head about not teaching your students. Hmmm…? It appears some people do not like other’s to succeed nor care about doing their job well. She must have been one of those teachers who simply doesn’t care about truly educating her students, and just goes through the motions to collect a paycheck and have her summers off.

Speaking of teachers going through the motions, let’s now move into my study. This part of the study took place over a four-year period, including summer classes between a total of 28 classes I taught. First, allow me to say that all students received, at a minimum, the basic academic requirements set-forth by the college.

Student Retention Study in the Classroom: This first study was between two different teaching styles, and studied what it takes to improve student retention, class work and tests scores. Style one: “Motivational,” based on my personal teaching philosophy and style. Style two: “GttM” (Going through the Motions), based on everything opposite of my personal philosophy and style, hence, going through the motions.

In my study, I took (subject 1) 14 classes and made learning fun, taught with passion, true caring (identifying troubled students and working with them one-on-one), motivation, inspiration, and with firm control of the class, thus gaining the students respect. With the other (subject 2) 14, I simply taught by going through the motions. The results are as follows:

Subject one: Never exceeded an 8% drop-rate. 100% improved class work. 100% pass rate on tests (mid term and final exam).

Subject two: 20% – 32% drop-rate. 80% improved class work. 80% pass rate on tests (mid term and final exam).

Based on the results of my study, I believe if a teacher has passion for what they teach, truly show they care, is motivational, inspirational, has respect of their students, and makes learning fun, more students WILL rise to the occasion and succeed. Sadly, there are far too many teachers whom, for whatever reason (available for another article), simply go through the motions when teaching and cannot reach the students, and probably do not care. The flip side is that perhaps some of these teachers do care, but do not know how to actually teach, and or reach the students.

Student Equity Study throughout Six Campuses: This study was conducted over a four-year period, 2001 – 2005, with 1800 students and 200 teachers via personal interviews at three different community college campuses, one four-year university, and two career/technical colleges. Before we delve into specifics, let’s first define the term “Equity.”

According to Merriam-Webster’s Dictionary, the word “Equity” is defined as follows: Main Entry: eq·ui·ty Pronunciation: ek-w t- .Function: noun. Inflected Form(s): plural –ties.

1: fairness or justice in dealings between persons

2: a system of law that is a more flexible addition to ordinary common and statute law and is designed to protect rights and achieve just settlements in cases where ordinary legal settlements may be too strict

3: the value of an owner’s interest in a property in excess of claims against it (as the amount of a mortgage).

Now that we understand that the word “Equity” means “Fairness,” let’s know the meaning of the term “Student Equity” in the world of education. I’ve read the definition in a variety of ways, such as, “students from historically underrepresented groups have an equal opportunity for access, success, and transfer.” Regardless of how it’s termed, it simply means that all students are allowed the same rights and access to succeed with their education. However, not all students, regardless of race, creed, national origin, socioeconomic background, etc, receive the information well enough to have the same rights as the others. From my experience, every student has been either given (written) and or told of the availability allowed them for complete success — e.g. Tutorial Centers, Disability Department, ELS Dept., Computer Labs, Writing Labs, Library, Counselors, etc.

Most, if not all students, receive the written information at student orientation in a welcome packet, and may also receive the information needed to succeed via a lecture at the orientation. However, some students do not pay attention and or may toss out the packet of information. If this is the case, when and where else may the students learn of something they knew nothing about? When I taught college, I was required on the first day of class to inform students of all the available programs and departments to help ensure equity and success. However, I took it a step further and reminded my students at the beginning of every class meeting.

However, some students still do not listen and or care enough to pay attention until either they need the assistances or it’s too late. As an example, my youngest daughter, a sophomore at a California State University, recently having difficulty in a core class, called me to vent her frustration over not knowing the assignment well enough to do what was required. She said she spoke with all her sorority sisters, and no one there had taken the class and wasn’t able to help. She said the office hours allowed by her professor didn’t allow enough time for him to sufficiently help her. So I asked her if she’d been to the tutorial center? She had no idea what I was talking about. So I told her if she truly cared about learning the topic and assignment, she will go to the student center and ask how to find the tutorial center, and find a tutor for her assignment. She went. She found a tutor. She now understands what to do and now holds the power to allow her success with her studies. Thankfully, her Father’s an activist for student success! LOL.

I know for a fact that she was once given all the information for having access for success. She received it during orientation. I know because I was with her. She, like many young students, do not pay enough attention, or even keep a file on all the papers to refer back to when and if needed.

Now that we’ve had an overview of Student Equity and its meaning, let’s take a look at my study: During my random interview of students (1,800) and teachers (200), I asked the same question of all my participants.

1. Have you heard of the term Student Equity? 1,758 students said yes. The 42 who couldn’t answer, I schooled them. All 200 teachers said they had heard of the term.
2. Define “Student Equity and give an example.” Though all 1,800 students gave some variation of the correct definition, very few could give an example. Whereas the 200 teachers basically answered the same as the students, the majority actually were able to cite examples. Kudos for the teachers!
3. STUDENTS: Does your school offer access to a Tutorial Center, Disability Department, Computer Labs, Writing Labs, Library, Counselors, etc? 1,785 students responded with some variation of “I’m sure they do. Probably. I guess so. I would hope they would. And the likes thereof. The remaining 15 students knew exactly where to go and have either used these services or know of someone who has. So, I asked the 15 students that if they were asked to be an “Ambasador to the School” for the purpose of helping other students know more about equitable programs on campus so they have an equal chance to succeed, all 15 said they would. As a matter of fact, they would be honored.
4. TEACHERS: How is the information disseminated among the students to know how to locate the offerings that will aid them in succeeding with their education? All teachers assumed the student received the information in some sort of Welcome to School packet and felt it was up to the student you read the information and what to do should they need the services. Not one of the 200 teachers were willing to go above and beyond and identify troubled students and offer advice past a suggestion for going to see a guidance counselor. I asked that if it were made mandatory to identify troubled students in their class, would they now go above and beyond. They all agreed that if it were in their job description and ‘HAD” to do it, they would. I further asked about working one-on-one away from office hours, so long as it didn’t conflict with other classes, would they be willing to do so? Again, if it were written into their new contract and “HAD” to do it, they would make the time.

Why Do Students Dropout? Through my years of teaching and as a motivational speaker, specializing in student success, I have found only a few key factors that contribute to a student dropping out. One being, the student feels lost and confused, mainly due to not understanding the work, and feeling that there’s no one who truly cares to offer the help – even the teachers. Yes, I know these students are adults, but they’re here for a reason. They’re here for an education, and because mommy and daddy are no longer holding their hand, they feel all alone. Well, as educators, it’s our job to identify these students and offer them the personal assistance, and or, help them find where they need to go for the additional help. After all, we’re here for them. If we didn’t have students, we wouldn’t have jobs. But in reality, we will always have students, but there’s no reason we cannot increase the student body, and give them all the tools necessary tools to be successful.

Secondly, many students find that being on their own is a very daunting task, and quite often with bills they’re not prepared to paid, and therefore, drop a class, and then maybe two, and then possibly a third or more so they may work more hours and or find a second job just to pay the bills. Perhaps, the fact that we allow credit card companies on campus to solicit students with the grand idea of having their very own credit card without mommy and daddy looking over their shoulders, and being told that it’s time to grow up and start building their own credit is part of the problem? So what happens when the student cannot pay the bill? They end up either with poor credit or dropping out of school to work more just to pay down the credit card(s) that they initially found on our campus. Are we actually doing them a service or disservice?

Thirdly, we have students who are either single parents, or married with an unsupportive spouse. This is a tough one since we cannot become involved in their domestic problems. However, the single parent-student and the married student are usually more mature and actually are more focused on their studies and are willing to weather any possible storm and complete their education. However, some will have problems that may hinder their education. What do we do without breeching any code of ethics? Easy, remind them that we’re here to help with their studies, and we can always refer them to our counselors.

Lastly, we have the students who are here because until the age of 23, they receive a Social Security benefit due to a deceased parent. So they attend without any direction. They just want the money. However, these students are like finding a raw diamond – they can be polished. Though they say they’re here for the money, the can be easily convinced and will grasp the fact that between the age of 18 and 23, that they will have five-years verses the traditional four-years to complete a bachelor’s degree. They can spend thee-years at the community college working on their GE, and then transfer to the university for the final two, or vice versa. Bottom line, for these students to continue receiving their benefits, they need to do well in school, and it’s easy to guide them properly and give them the direction they truly desire.

Now That We’ve Learned About Retention, Equity, and Dropouts, Let’s Examine the Results of the Survey: This four-year survey taught me a few important things: 1. Teachers, overall, do not really care. Don’t get me wrong, many do. 2. Students care, but not enough to take the extra time to find what they need to truly succeed. 3. Schools are in serious need of help in the arena of student success. 4. Remember what I wrote on page #1 about the dropout rate being at an alarming high? Well it is! 5. This can all be fixed. Keep in mind that there will never be 100% conformity, but we can certainly increase the number of students retained and become far more successful.

Without meeting with, or at least speaking with the right person at every college in America, I cannot say for sure, but I would go so far as to say that I would imagine that most, if not all colleges have a team and several departments to ensure Student Equity.

But for argument sake, let’s say every college; community, university, and career/technical, all have a Student Equity program in place that could seriously benefit the success of their students. But how do we get this information to each and every student? How do we get them to remember what’s available to assist in their success?

Well, it’s not nearly as difficult as it may seem. First of all, we need to make sure we have the departments and teams in place. Secondly, we need to ensure that all employees – staff, faculty, administrators, counselors, student leaders, and volunteer student ambassetors take this very seriously and are trained on how to properly approach students and continuously inform that these programs exist and how to find and utilize them. Without direction, how can you expect anyone to get to their final destination? In our case, the destination is the successful completion of the students’ education!

Moreover, student retention, student equity, and the students overall success is serious business, but easy to manage and handle for those who have such a passion for this field. I have this passion, and that’s why I have been so successful in the world student success.

As a motivational speaker specializing in student success, mainly with community and career/technical colleges, I can take an auditorium full of students, and let’s say 300 have thoughts of possibly dropping out for whatever reason. After my one hour interactive speech, I guarantee more than half of the 300 will now be motivated and inspired to stay in school and complete their education, thus building the foundation for a successful life.

To succeed with a student retention & equity program, and or with my motivational speaking program, the schools, whether public, private or proprietary, will always benefit. And that’s because all colleges are a business. And by succeeding you will increase enrollment and retention, and therefore increase your school’s revenue.

If I may be of further assistance, feel free to contact me through my online press kit at www.GlennBrandonBurke.com.

By: Glenn Brandon Burke, M.Ed. 

Motivational Speaker / Author / Master Educator

Copyright© 2007/2008/2009

Evans/Burke Educational Company has been organized to…

1. Specifically designed to support and assist Inmate Facilitators in their efforts to reduce the rate of inmate recidivism throughout North America.

2. Recidivism is at an all-time high! Why do an alarming number of ex-convicts return to jail and prison when countless existing reentry programs claim success in reducing recidivism? Frankly, reentry programs are actually doing a fine job if 25% of inmates who complete the program never return to prison.

Nevertheless, at Evans/Burke we believe the number of returning inmates can be drastically reduced through the Inmates Helping Inmates program. The key, however, is to begin introducing reentry at the time of incarceration, within the prison facility and should continue after release.

3. Each year 650,000 inmates are released from state and federal prisons and arrive on the doorsteps of unsuspecting communities nationwide. A far greater number reenter society after having been released from local jails; and, for many offenders/defendants, this cycle may occur multiple times in a year.

4. According to the Bureau of Justice Statistics (BJS), within three-years more than 50% of those released from incarceration will be in some form of legal trouble. President George W. Bush, in his 2004 State of the Union speech, proposed “a four-year, $300 million prisoner reentry initiative to expand job training and placement services, to provide transitional housing and to help newly released inmates receive mentoring.”

5. Evans/Burke designed the Inmates Helping Inmates program to specifically and intensively train and certify Inmate Facilitators who will help other inmates reach their full potential during incarceration and assist the inmates following their release into society. Inmates Helping Inmates is a nationwide movement to reduce recidivism.

Now that you now know what the Evans/Burke company does and their purpose of the Inmates Helping Inmates program, let`s meet the founders, Troy Douglas Evans and Glenn Brandon Burke, M.Ed. Let`s learn why they are experts in the field of reducing recidivism, and why these two forces are perfect for forming this company.

Troy Evans: Former Bank Robber

On November 12, 1992, Troy Evans was sentenced to 13 years in Federal Prison. He was convicted of five armed bank robberies, in three states, over a six-month crime spree, and was sent to the Federal Correctional Complex in Florence, Colorado. His neighbors included such notorious criminals as Timothy McVeigh and Terry Nichols. Troy was released on December 13, 1999, over seven and one-half years later.

Despite the obstacles that only prison can produce, Troy was determined that his time behind bars would not be wasted time. Education would be his saving grace. After six months of filling out applications, writing essays, begging, pleading, and selling, Troy landed his first scholarship for one class. That was a beginning, and when Troy walked out the doors of prison he carried with him two degrees, both obtained with a 4.0 GPA and designation on the Dean`s and President`s list.

Troy is now a motivational speaker who shares his story and lessons learned with audiences of all ages. Since his release, Evans has taken the Corporate, Association and Education platforms by storm with his motivational keynote speeches.

Audiences are stunned by his endurance, accomplishments and remarkable personal transformation. With straightforward, real life examples, Evans shows how the keys to his success in prison are the keys to his success today, and how these lessons can be applied to escaping the “prisons within ourselves”. He renews an appreciation for what is really important in all of our lives and motivates each and every person to overcome adversity, adapt to change, and to realize their full potential.

Glenn Brandon Burke M.A.Ed.
The Power of Choice!

Glenn Brandon Burke, M.A.Ed., shouldn`t be where he is today! Statistically speaking, Glenn should either be dead or in prison. Glenn made the choice to not be a victim of his circumstances. Instead, he overcame the adversity in his life and chose to succeed in the U.S. Military, College, Life and Career!

Glenn attended high school for only three reasons. 1. Girls. 2. Sports. 3. To Sell Drugs. He was “asked” (euphemism for expelled) to leave school during his senior year along with his 1.2 GPA. Once completely out of high school, he felt the easiest way to make money in the “real” world was to continue selling drugs. He continued this unlawful life style for the next several years.

Glenn received a phone call one day informing him one of his “colleagues” was shot to death about midnight the previous night in his home. What no one knew other than Glenn was that he was at his “colleague`s” house that fateful night until about 11:45 P.M. This is when Glenn realized he had been doing the wrong thing, and could`ve been dead or ended up in prison, and made the choice to change his life for the better!

At the age of 23, feeling he had nowhere else to go, Glenn joined the U.S. Military for a five-year enlistment. Nearing the end of his enlistment, and through the encouragement of his commanding officer (who saw “something” in him), he decided to go to pursue Self Improvement and registered for college once his contract ended with the military.

At the age of 28, Glenn walked on to his first college campus and attended his first college class. He completed his undergraduate degree in Communications in 36 months leaving the door of opportunity open to become a Motivational speaker. All while going through a marriage, a divorce, his father`s death, and working full time.

Glenn now takes his incredible life story as a Motivational Speaker and intertwines positive, motivational and inspirational messages to succeed with your education, life and career (business).

Now that we have a firm grasp of who and what Evans/Burke© is all about, let`s examine why they exist by looking statistics from the Bureau of Justice.

Bureau of Justice Statistics as of January 2008
Prevalence of Imprisonment in the United States

As of December 31, 2001, there were an estimated 5.6 million adults who had ever served time in State or Federal prison, including 4.3 million former prisoners and 1.3 million adults in prison.

Nearly a third of former prisoners were still under correctional supervision, including 731,000 on parole, 437,000 on probation, and 166,000 in local jails.

In 2001, an estimated 2.7% of adults in the U.S. had served time in prison, up from 1.8% in 1991 and 1.3% in 1974.

The prevalence of imprisonment in 2001 was higher for

- black males (16.6%) and Hispanic males (7.7%) than for white males (2.6%)
- black females (1.7%) and Hispanic females (0.7%) than white females (0.3%)

Nearly two-thirds of the 3.8 million increase in the number of adults ever incarcerated between 1974 and 2001 occurred as a result of an increase in first incarceration rates; one-third occurred as a result of an increase in the number of residents age 18 and older.

Lifetime likelihood of going to State or Federal prison

If recent incarceration rates remain unchanged, an estimated 1 of every 15 persons (6.6%) will serve time in a prison during their lifetime.

Lifetime chances of a person going to prison are higher for

- men (11.3%) than for women (1.8%)
- blacks (18.6%) and Hispanics (10%) than for whites (3.4%)

Based on current rates of first incarceration, an estimated 32% of black males will enter State or Federal prison during their lifetime, compared to 17% of Hispanic males and 5.9% of white males.
Recidivism

Of the 272,111 persons released from prisons in 15 States in 1994, an estimated 67.5% were rearrested for a felony or serious misdemeanor within 3 years, 46.9% were reconvicted, and 25.4% resentenced to prison for a new crime.

The 272,111 offenders discharged in 1994 accounted for nearly 4,877,000 arrest charges over their recorded careers.

Within 3 years of release, 2.5% of released rapists were rearrested for another rape, and 1.2% of those who had served time for homicide were arrested for a new homicide.

Sex offenders were less likely than non-sex offenders to be rearrested for any offense ” ” 43 percent of sex offenders versus 68 percent of non-sex offenders.

Sex offenders were about four times more likely than non-sex offenders to be arrested for another sex crime after their discharge from prison ” ” 5.3 percent of sex offenders versus 1.3 percent of non-sex offenders.

Programs Offered by Evans/Burke
1. Inmates Helping Inmates Program (IHI): (Contact Evans/Burke for specifics of program.)

Is a three-day intensive program designed to train Inmate Facilitators to work with other inmates so they may maximize their time while serving time, and be prepared for a smooth and productive transition back into society to reduce recidivism. *As a SPECIAL BONUS we will have a section on seeking financial aid for continuing education while incarcerated*

2. How Do I Prepare For Reentry Program: (Contact Evans/Burke for specifics of program.)

Is a one-day intensive workshop – a mini camp of the IHI three-day program.

*Also includes the SPECIAL BONUS on financial aid

3. Glenn Brandon Burke, M.A.Ed, Keynote:
(Contact Mr. Burke for specifics on his keynote – www.ReduceRecidivism.com)

4. Troy Douglas Evans, Keynote:
(Contact Mr. Evans for specifics on his keynote- www.TroyEvans.com)

www.GlennBrandonBurke.com