MEASURING THE EFFECTIVENESS OF A PARTICULAR PRISON PROGRAM IN TERMS OF RECIDIVISM IS AN UNREALISTIC APPROACH, THE AUTHOR STATES. TOO MANY VARIABLES ARE AT WORK IN THE TOTAL PRISON EXPERIENCE TO ISOLATE AND MEASURE ONLY THE IMPACT OF A PARTICULAR PROGRAM. SOME OF THE MORE APPROPRIATE QUESTIONS TO ASK CONCERN PROGRAM PARTICIPATION RATES AND PROGRAM RELEVANCY. IT IS NOTED THAT EDUCATION AND TRAINING CAN CONTRIBUTE TO PREPARATION FOR SELF-SUPPORTING AND SOCIALLY ACCEPTABLE LIFESTYLES. THIS OBSERVATION IS EVIDENCED BY THE ESTABLISHMENT OF SEPARATE CORRECTIONAL SCHOOL DISTRICTS AND THE INCREASE IN THE NUMBER OF CORRECTIONAL INSTITUTIONS IN WHICH EDUCATION AND TRAINING RECEIVE PRIORITY ATTENTION. THERE IS EVIDENCE THAT THE AVERAGE LEVEL OF EDUCATIONAL ATTAINMENT OF PRISON INMATES IS MOVING UPWARD. THE MAJOR CHALLENGE OF CORRECTIONAL EDUCATION DURING THE IMMEDIATE FUTURE IS IN CREATING PROGRAMS WHICH PROVIDE OCCUPATIONAL SKILLS AND LIFE ADJUSTMENT SKILLS. VOLUNTARY INVOLVEMENT IN CORRECTIONAL PROGRAMS IS VIEWED POSITIVELY BECAUSE IT MOVES AWAY FROM PROGRAM INVOLVEMENT DESIGNED 'TO WIN THE FAVOR OF PAROLE BOARDS AND COMMISSIONS.' IT IS HOPED THAT VOLUNTARISM WILL EXERT POSITIVE PRESSURE ON CORRECTIONAL EDUCATION ADMINISTRATORS TO DEVELOP MORE VARIED AND RELEVANT PROGRAMS. THE AUTHOR CONCLUDES THAT QUALITY EDUCATION AND TRAINING AND PERSISTENCE IN COURSES UNTIL PASSING GRADES ARE RECEIVED AND STANDARDS OF EXCELLENCE MET ARE A GREAT PART OF 'WHAT WORKS.'