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Art for Justice Fund: Calls to End Mass Incarceration

Rockefeller Philanthropy Advisors Feb 8, 2018
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Arts and Justice
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On the evening of January 30, several artists, activists, donors and experts in the area of criminal justice reform gathered for an evening of conversation and insights at the Art for Justice Fund’s Art, Advocacy, Action event. Hosted by Rockefeller Philanthropy Advisors and the Ford Foundation at the Museum of the City of New York, the event showcased multiple panel discussions and performances addressing the need to change our system of mass incarceration.

The discussions featured several experts working in the area of criminal justice reform, including multiple formerly incarcerated leaders. Daryl V. Atkinson, Co-Director of Forward Justice, discussed how his experience as a formerly incarcerated person equips him with specialized knowledge to confront this issue through his work. He stressed the need for formerly incarcerated leaders to be engaged in the dialogue on criminal justice reform: “Nothing short of a social movement is going to end mass incarceration, and no social movement has succeeded without the leadership of those most affected.”

As Mr. Atkinson suggested, a major barrier to confronting mass incarceration is a lack of opportunity among those who are re-adjusting to society after prison. This was a common theme throughout the night: we need more opportunities for formerly incarcerated persons in their careers and life, for children who come from marginalized backgrounds, and for those who are currently incarcerated.

Read the full article about the art world discussing criminal justice at Rockefeller Philanthropy Advisors.

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Philanthropy is a complex topic, and others found these selections from the Impact Giving archive from Giving Compass to be good resources.

  • This article is deemed a must-read by one or more of our expert collaborators.
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    High-Quality Preschool for Disadvantaged Children

    The Perry Preschool Project, carried out from 1962 to 1967, provided high-quality preschool education to three- and four-year-old African-American children living in poverty and assessed to be at high risk of school failure. About 75 percent of the children participated for two school years (at ages 3 and 4); the remainder participated for one year (at age 4). The preschool was provided each weekday morning in 2.5-hour sessions taught by certified public school teachers with at least a bachelor’s degree. The average child-teacher ratio was 6:1. The curriculum emphasized active learning, in which the children engaged in activities that (i) involved decision making and problem solving, and (ii) were planned, carried out, and reviewed by the children themselves, with support from adults. The teachers also provided a weekly 1.5-hour home visit to each mother and child, designed to involve the mother in the educational process and help implement the preschool curriculum at home. The program’s cost was approximately $11,300 per child per school year (in 2007 dollars). Educational outcomes for preschool group (versus control group): At age 27 follow-up Completed an average of almost 1 full year more of schooling (11.9 years vs. 11 years). Spent an average of 1.3 fewer years in special education services — e.g., for mental, emotional, speech, or learning impairment (3.9 years vs. 5.2 years). 44 percent higher high school graduation rate (65 percent vs. 45 percent) Economic outcomes for preschool group (versus control group): At age 40 follow-up 42 percent higher median monthly income ($1,856 vs. $1,308). 26 percent less likely to have received government assistance (e.g. welfare, food stamps) in the past ten years (59% vs. 80%) Read the source article at Social Programs That Work


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