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Across California, every incarcerated individual taking a college course now has a tool those of us on the outside take for granted: a laptop.
In the past three years, the prison system spent $23.2 million to distribute 30,000 laptops to all incarcerated students.
Almost half of those went to the 13,000 inmates enrolled in community college, who are increasingly doing their coursework online.
The growth of online learning marks a shift away from correspondence courses, where inmates receive assignments in physical packets, fill them out, and mail them back to colleges, with limited feedback.
While some community colleges still offer those types of courses, the laptops are starting to replace the packets.
Meanwhile, students and faculty alike debate whether online courses are as effective as in-person courses. Some teachers say online options reduce disruptions when students have to miss class due to court hearings or prison lockdowns.
Some students say they prefer in-person courses because they can build invaluable connections. In either mode of learning, inmates say using laptops helps them prepare for life on the outside.
“The more we understand about today’s world, the better we’ll be equipped to get out into the workforce as things continue to change,” incarcerated student Richard Moye said in an interview. “We don’t want to get left behind. … Tech literacy is of the utmost importance behind prison walls.”
In 2024, the state Legislative Analyst’s Office recommended improving the California Community Colleges’ prison education program, called Rising Scholars.
The Legislature’s spending and policy adviser recommended addressing limited classroom space by offering more online courses. The office also suggested Rising Scholars prioritize enrollment for students still pursuing their first degrees, to allow for greater student access.
Today, 104 of the 116 community colleges in the state partner with prisons to provide courses and degree programs. According to data tracked by the community colleges, over 21,000 courses took place in prisons during fall 2025.
Twenty colleges offer courses in person, with a faculty member commuting to the prison to teach the course. The rest teach courses either online or, with diminishing frequency, via mail correspondence, according to the California Community Colleges Chancellor’s Office.
The true number of online versus mail correspondence courses taken by incarcerated community college students is unknown. While community colleges have the option to track courses using the data labels “correspondence” or “text one-way,” there is no consistency as far as which ones they use, according to the Chancellor’s Office.
In-person classes can be difficult to get into because of enrollment caps and limited classroom space. The average in-person course generally ranges from 18 to 40 students.
Many colleges enroll students on a first-come, first-served basis, enabling people on their second or third degree to “crowd out” those on their first degree, according to Orlando Sanchez Zavala, a policy analyst for the Legislative Analyst’s Office.
Sanchez Zavala said prioritizing enrollment for people pursuing their first degree would have the most impact on lowering recidivism rates.
Leaving prison with a degree can make parolees eligible for a wider range of jobs, and more prepared to enter the workforce, reducing their likelihood of reoffending.
According to the prison system’s recidivism report, during the 2018-2019 fiscal year, those who earned an associate’s degree while incarcerated had a 8.5% conviction rate in the three years after getting out, compared to a 41.9% conviction rate for all individuals released that same year.
Sanchez Zavala also suggested utilizing correspondence and online classes to open more courses with lower enrollment caps, allowing more incarcerated people to access community college.
For in-person courses, a major challenge is finding classroom space in prisons. Though prisons have classrooms, they are also used for other programming and group meetings. Sometimes, classes take place in gyms or dining areas.
Joseph Bruno Martinez, 40, said he struggled to get into classes when he was incarcerated at high-security facilities, where institution-wide lockdowns sometimes interrupted learning.
Formerly incarcerated student Garret Eiferman, 56, said he found that prison correctional officers were not always amenable to helping incarcerated students complete degrees.
He had to build relationships with officers so he could use the classrooms past 7 p.m., and, at times, even convince officers to allow his classmates to leave their buildings to attend class.
He cited other obstacles to his instruction as well, including out-of-date textbooks with the hard covers ripped off for safety reasons, little to no feedback on his correspondence coursework, and challenges balancing work and other prison programs with classes.
Though he didn’t take any online-only courses when he was in prison, Eiferman said he can see the benefits for students as they grapple with the obstacles he went through trying to take in-person courses.
The new laptops offer much to the inmates: education, enrichment, and — for those who will go free one day — future employment.
For Moye, online education is important for technology literacy. Moye, 44, has been incarcerated for 16 years and takes courses online and in-person through Solano Community College at California Medical Facility in Vacaville.
Moye said a lack of emphasis on tech literacy in prisons is a “disservice to this community” as jobs on the outside require applicants to be skilled at using computers and other tech. Online learning is closing this gap for incarcerated people.
Students and teachers told CalMatters they now complete much of their coursework and grading through the online learning site Canvas, which is used across the state’s higher education systems for assigning and submitting work, as well as messaging between students and instructors.
Isela Ocegueda is the vice president of instruction at Coastline College and teaches an online English course to incarcerated students. She says using Canvas streamlines an incarcerated student’s transition from school on the inside to school on the outside. At her college, 80% of instruction is online.
Until 2023, Coastline College provided courses in prisons through mail-in correspondence. The college calls its new online format “Canvas-supported correspondence.” Ocegueda says the online format allows instructors to offer more creative assignments and thorough feedback. Her first assignment to her English class last semester was a journal entry, in which she asked students to introduce themselves and tell her how she can help them throughout the class.
The class final is a research paper, on which Ocegueda can give instant feedback and edits to students who can turn in multiple drafts, which was nearly impossible through snail-mail correspondence.
“Imagine just trying to receive essays in the mail and then make your corrections and then send them back,” Ocegueda said. “That was really hard to do in the mail version of correspondence. … Canvas-supported correspondence allows more for that writing process to actually happen.”
While major improvements to Wi-Fi connectivity and research materials for inmate coursework have been made, there are still obstacles.
Wi-Fi access varies from prison to prison, and it can often take up to a week for students to get reading materials approved by prison librarians for them to access.
Students at Pelican Bay State Prison in Del Norte County and California Institution for Women in San Bernardino County say they can’t access Canvas in their cells due to a lack of Wi-Fi, while students at Folsom State Prison and San Quentin Rehabilitation Center say they are able to complete coursework from their cells, where the Wi-Fi is strong.
According to a state prison system spokesperson, inmates have Wi-Fi access in the housing units at all but four state prisons. All prisons have Wi-Fi in education areas and classrooms, though signal strength may vary, according to the spokesperson.
Some students pursuing bachelor’s degrees in prisons reported to CalMatters last year ongoing challenges with Wi-Fi and limited access to research materials, with some wishing they could do a simple Google search for information.
Solano College English professor Ben Brookeshire’s main teaching challenge is delay in students accessing what he calls the “information space.” Some documents his students might need to explore on digital research libraries require approval from prison librarians.
Eiferman, now a Cal State Northridge graduate student, did most of his in-prison coursework via correspondence courses from Palo Verde and Coastline colleges from 2009 to 2019.
Eiferman holds an associate in arts, an associate in science and a business certificate from his time incarcerated. He was also pursuing a U.S. history degree when he paroled in 2020.
“The bulk of my interaction with professors during the degree completion was very minimal. It’s distance learning, so that means it’s all done with an envelope and a stamp, and feedback was never a thing,” Eiferman said. “It was extremely challenging to transfer out here to the university, thinking that I knew stuff that I didn’t or stuff that I knew that needed to be retaught and relearned correctly.”
Eiferman took his first in-person course through Bakersfield College at Golden State Community Correctional Facility, a medium-security prison in the southern San Joaquin Valley.
It was a math class, a subject he had always struggled with, but Eiferman said he had “aha moments” and was even able to help teach his fellow students. He said he took people “under his wings” to conduct “spirit building” and encourage them to stay in class.
Moye said in-person classes allow students to more clearly understand teachers’ expectations. They also offer group interaction, peer support, tutoring and collaboration on class assignments.
Data tracked by the community college system indicates a 77% success rate for internet-based and correspondence instruction, and an 85% success rate for in-person instruction, for incarcerated students in spring 2025.
“Success” means the student earned a C or higher, or a “pass” in non-letter graded courses. Incarcerated students have a success rate 10% higher than community college students overall in in-person courses.
“I’m a fan of in-person learning,” Moye said. “That’s my favorite style of learning, because to me, it resembles most what’s going on in society. If we’re trying to prepare incarcerated men and women for society, we have to have it look as much like society as possible.”
Brookeshire said he has seen his peers debate the merits of online versus in-person courses in the prisons. He said he knows online courses are inevitable, but he strictly teaches in person because it’s the best way for him to connect with students.
“I’m very passionate,” Brookshire said. “I really believe there’s magic in a classroom, and I really believe that face-to-face instruction is irreplaceable.”
Joe Garcia contributed to this story.
Ella Carter-Klauschie is a contributor with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.
This article was originally published on CalMatters and was republished under the Creative Commons Attribution-NonCommercial-NoDerivatives license.
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