The restoration of Pell Grant eligibility for incarcerated students has ushered in a new era for higher education in prison. With expanded access has come expanded expectations: states, institutions, and programs are now asked to demonstrate not only compliance, but also program quality, outcomes, and long-term impact.

At Ithaka S+R, this moment is at the core of our multi-year Higher Education in Prison Data Infrastructure project, supported by Ascendium Education Group. Since launching this work, we have sought to better understand how data systems can support the growth, sustainability, and effectiveness of higher education in prison programs nationwide. Our national landscape review, Why Data and Why Now?, and our issue brief on Pell restoration and program approval requirements, documented both the urgency of this moment and the significant gaps that remain.

We are now in Phase 2 of this broader effort, collaborating with the Mississippi Consortium for Higher Education in Prison (MCHEP, a program of the Woodward Hines Education Foundation) and state stakeholders to move from national insight to state-level implementation. Our newly released report, Assessing Mississippi’s Higher Education in Prison Data Infrastructure, represents the first step in that work.

A moment of opportunity and constraint

Mississippi’s higher education in prison ecosystem is at an inflection point. Programs are expanding across the state, with six institutions serving approximately 405 students across nine correctional facilities as of Fall 2025. Many programs are beginning to see their first graduates, and student demand continues to outpace available capacity.

At the same time, federal requirements tied to Pell restoration have increased expectations for data collection, reporting, and accountability. These shifts create both pressure and opportunity: pressure to meet compliance demands with limited resources, and opportunity to build more coordinated, transparent, and effective data systems.

Our Phase 1 needs assessment was designed to understand how Mississippi is navigating this moment. Drawing on interviews with stakeholders across higher education institutions, state government agencies, and intermediary organizations, the assessment examined what data are collected, how they are used, and where key gaps and constraints exist.

What we learned: fragmentation, effort, and alignment

Across the state, stakeholders are collecting substantial data. Institutions track admissions, enrollment, course progress, and completion. Corrections systems maintain information on custody status and movement. State agencies aggregate enrollment and completion data for reporting.

Yet having data does not necessarily mean being able to use it effectively. Our findings point to several recurring challenges:

  • Fragmented data practices. Data collection and definitions vary widely across institutions and facilities, limiting comparability and aggregation.
  • Manual and paper-based processes. Many programs rely on workarounds due to limited technology access in correctional settings, increasing staff burden and risk of error.
  • Limited confidence in data quality. Stakeholders often hesitate to rely on existing data for decision-making due to concerns about accuracy and consistency.
  • Capacity constraints. Data responsibilities are frequently concentrated in a small number of staff, creating fragility and limiting scalability.
  • Rising compliance burden. New federal requirements have increased reporting expectations without corresponding increases in staffing or infrastructure.

At the same time, the assessment surfaced an important and encouraging finding: strong alignment on the value of better data.

Across stakeholder groups, there is shared recognition that improved data systems are essential not only for compliance, but also for:

  • Program improvement and student success
  • Strategic planning and resource allocation
  • Communicating impact to policymakers and funders
  • Supporting long-term outcomes tracking

This alignment creates a critical foundation for moving forward.

Data is not just technical, it is relational

One of the clearest insights from this work is that data infrastructure is not only a technical challenge, but also an organizational and relational one.

In Mississippi, data sharing often depends on relationships rather than systems. Strong partnerships, particularly through MCHEP, have enabled collaboration and problem-solving. But this approach also introduces risk. When data processes are informal or relationship-based, they can be difficult to scale, standardize, or sustain over time.

Similarly, many data collection practices are embedded in day-to-day workflows rather than formalized systems. Knowledge of how data moves often resides with individuals rather than documentation, making onboarding and continuity difficult.

These dynamics underscore that strengthening data infrastructure requires attention to:

  • Shared purpose and definitions
  • Clear documentation and workflows
  • Cross-agency coordination and governance
  • Staffing and training
  • Trust in data quality and use

From findings to action: a roadmap for phase 2

We presented the findings from this report to the MCHEP steering committee on March 26. This group includes representatives from the Department of Corrections, postsecondary governing boards (the Mississippi Community College Board and Mississippi’s Institutions of Higher Learning), workforce and policy initiatives, higher education in prison program leaders, and philanthropic partners.

That conversation marked a transition point from assessment to action. Phase 2 of this work will focus on implementing a set of targeted, high-impact activities designed to build capacity while remaining grounded in current realities. Three priorities stand out:

1. Establishing a shared statewide reporting framework

A central recommendation is the development of a recurring, statewide higher education in prison report for Mississippi. This effort would focus on:

  • Defining a core set of shared metrics
  • Establishing consistent data submission processes
  • Clarifying roles and ownership
  • Creating a transparent, trusted source of information

Importantly, the goal is not compliance, but shared understanding. A statewide report can help stakeholders “tell the story” of higher education in prison in Mississippi, support advocacy, and inform decision-making.

2. Strengthening program-level data practices

Statewide reporting depends on strong data practices at the program level. Rather than building entirely new systems, this work will focus on helping programs adapt existing institutional processes to the prison context. This includes:

  • Standardizing paper forms to support easier digitization
  • Developing clear workflows for moving data from facilities into institutional systems
  • Creating shared training resources and documentation

These efforts aim to reduce staff burden, improve data quality, and build confidence in data use.

3. Laying the groundwork for long-term infrastructure

Finally, Phase 2 will begin to position Mississippi for longer-term investments in data infrastructure. This includes exploring future engagement with national data systems such as the National Student Clearinghouse and Post-Secondary Employment Outcomes data, which will become increasingly valuable as programs grow and more students complete credentials.

At the same time, stakeholders emphasized the need for:

  • Greater coordination across agencies
  • Formal governance structures
  • Dedicated roles that bridge technical and relational work

Looking ahead

Mississippi’s higher education in prison ecosystem reflects both the promise and the complexity of this moment nationally. Programs are growing. Stakeholders are aligned. But data systems have not yet caught up to the demands of expansion, accountability, and long-term sustainability.

The next phase of this work, carried out in collaboration with MCHEP and state stakeholders, is focused on making meaningful, near-term progress while laying the foundation for more durable systems over time.

This is the core goal of the Higher Education in Prison Data Infrastructure project: not simply to diagnose challenges, but to support states in building the data infrastructure needed to sustain and strengthen higher education in prison.

As Mississippi moves from assessment to implementation, it offers an important example of what this work can look like in practice: collaborative, iterative, and grounded in both the realities of today and the possibilities of what comes next.