ALTHOUGH THE 1967 PRESIDENT'S COMMISSION ON LAW ENFORCEMENT AND THE ADMINISTRATION OF JUSTICE FOUND THAT MOST STATES LACKED ORGANIZED TRAINING PROGRAMS FOR CORRECTIONAL OFFICERS, SUBSEQUENT FEDERAL SUPPORT ENABLED STATE CORRECTIONS DEPARTMENTS TO DEVELOP SUCH TRAINING PROGRAMS. BY 1973, THERE WERE 20 CORRECTION ACADEMIES, WITH THE MOST ADVANCED FACILITIES LOCATED IN NEW YORK AND ILLINOIS. BOTH OF THESE REPRESENTATIVE ACADEMIES ALTERED THEIR INITIAL ACADEMIC OR 'WEST POINT MODEL' PROGRAMS AND DEVELOPED VOCATIONAL OR 'BASIC TRAINING' METHODS. IN NEW YORK THE CONCEPT OF A 'CORRECTION COLLEGE' FOR GUARDS WAS REJECTED AND EMPHASIS SHIFTED TO THE ACQUISITION OF CUSTODIAL SKILLS. SIMILARLY, THE ILLINOIS PROGRAM'S PREOCCUPATION WITH THE MERE SURVIVAL OF THE PERSONNEL PRECLUDED CREATIVE THINKING ABOUT THE ACADEMY'S ROLE IN PREPARING THE OFFICERS TO BE PARAPROFESSIONAL COUNSELORS. THE ILLINOIS ACADEMY, HOWEVER, DEMONSTRATED A GREATER POTENTIAL THAN THE NEW YORK FACILITY FOR BECOMING THE SITE FOR DISCUSSION AND DEVELOPMENT OF CORRECTIONS POLICIES. THE TRAINING TASKS OF AN ACADEMY ARE EXAMINED, ALONG WITH THE REHABILITATIVE FUNCTION OF PRISONS. THE ACADEMIES THEMSELVES MUST HAVE CLEARLY DEFINED GOALS, WHETHER THEY FUNCTION ACCORDING TO THE 'WEST POINT' OR 'BASIC TRAINING' MODEL.