Chapter 10: Community Corrections: Parole and Prisoner Reentry

Test Bank

Multiple Choice

1. ______ was passed in reaction to a paroled sex offender’s raping and killing a 7-year-old girl in New Jersey in 1994.

a. Jessica’s Law

b. Megan’s Law

c. Amanda’s Law

d. Heather’s Law

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

2. Parole in the United States is the practice of ______.

a. releasing convicted criminals from prison prior to the completion of their full sentence

b. releasing convicted criminals from prison after the completion of their full sentence

c. allowing individuals to serve the totality of their sentence in the community

d. revising the sentences of convicted criminals during their incarceration in prison

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

3. Parole is different from probation insofar as it ______.

a. is an administrative function

b. is a judicial function

c. is dependent entirely on the good time an offender earns

d. involves a formal legal trial to determine guilt or innocence

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

4. The term parole comes from a French phrase that means ______.

a. under great supervision

b. the second chance

c. word of honor

d. renewed promise

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

5. Maconochie advocated what was essentially a(n) ______ sentence.

a. indeterminate

b. determinate

c. consecutive

d. concurrent

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

6. According to Maconochie, the goal of corrections is to ______.

a. protect and serve

b. keep the peace

c. exact revenge

d. teach virtue

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

7. Currently, there are about ______ state and federal parolees.

a. 580,000

b. 870,000

c. 1,243,000

d. 1,678,000

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

8. ______ was an infamous criminal who received national attention after committing an armed robbery and rape while on parole for murder.

a. Richard Speck

b. David Horowitz

c. Willie Horton

d. Charles Whitman

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

9. In 2012, the most common means for offenders to gain parole was via ______ release.

a. mandatory

b. indeterminate

c. unconditional

d. discretionary

Learning Objective: 10-2: Know the difference between mandatory and discretionary parole and how they both differ from unconditional release.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

10. ______ offenders have the highest degree of recidivism while on parole.

a. Property

b. Violent

c. Drug

d. Sex

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

11. The philosophical foundation of parole has historical roots in the ______.

a. Eastern State Penitentiary

b. Norfolk Island Penal Colony

c. Elmira Reformatory

d. Walnut Street Jail

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

12. Which of the following principles was NOT the basis for Maconochie’s approach to prison administration?

a. Cruel and vindictive punishment debases the criminal and the larger society.

b. The purpose of punishment should be reformation of the convict.

c. Criminal sentences should not be viewed in terms of time served but rather as tasks to be performed.

d. Definite prison terms allow convicts to know the length of their sentence and are the only just way to tailor a punishment.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

13. When was the first parole system instituted in the United States?

a. 1830s

b. 1850s

c. 1870s

d. 1890s

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

14. Which of the following is NOT one of the stages of the Irish system?

a. inmates starting off in the general population and acclimating to the conditions of prison

b. convicts earning marks through labor and good behavior

c. movement into an open prerelease prison

d. a ticket of leave

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

15. In what year was the U.S. Board of Parole created?

a. 1870

b. 1900

c. 1930

d. 1960

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

16. A ticket of leave is ______.

a. granted for individuals who have received enough credits while in prison

b. a system that allows convicts to labor in the prison while serving their sentence

c. a system that allows convicts to live in the community while serving their sentence

d. all of these

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

17. The mark system was based on ______.

a. a convict’s ability to convince a magistrate of his or her innocence

b. the speedy and efficient performance of tasks

c. a set of punishments convicts received for violating institutional rules

d. all of these

Learning Objective: 10-1: Understand the history and purpose of parole

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

18. Since the 1980s, the number of discretionary parole releases has ______ while the number of mandatory parole releases has ______.

a. increased; declined

b. remained steady; declined

c. declined; increased

d. increased; remained steady

Learning Objective: 10-2: Know the difference between mandatory and discretionary parole and how they both differ from unconditional release.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

19. Which offenders did Langan and Levin (2002) find had the highest rate of recidivism?

a. murderers

b. sex offenders

c. property offenders

d. none of these

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

20. The down side of unconditional release in parole is that ______.

a. inmates have less incentive to enter rehabilitation programs

b. inmates have more incentive to abide by prison rules

c. inmates are released with supervision and reporting requirements

d. inmates lose their credits in the mark system

Learning Objective: 10-2: Know the difference between mandatory and discretionary parole and how they both differ from unconditional release.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

21. Fixed determinate sentences allow for inmates to be released after the completion of their sentence without supervision or reporting requirements, which is known as ______.

a. unconditional release

b. discretionary parole

c. mandatory parole

d. parole boarding

Learning Objective: 10-2: Know the difference between mandatory and discretionary parole and how they both differ from unconditional release.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

22. Parole granted to an offender after a board chooses to do so is called ______.

a. unconditional release

b. discretionary parole

c. mandatory parole

d. parole boarding

Learning Objective: 10-2: Know the difference between mandatory and discretionary parole and how they both differ from unconditional release.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

23. ______ is automatic parole for almost all inmates in states that have a determinate system of sentencing.

a. Unconditional release

b. Discretionary parole

c. Mandatory parole

d. Parole boarding

Learning Objective: 10-2: Know the difference between mandatory and discretionary parole and how they both differ from unconditional release

Cognitive Domain: Knowledge

Answer Location: What is Parole?

Difficulty Level: Easy

24. About ______ of parolees are rearrested for a new offense within 2 years of their release.

a. 30%

b. 40%

c. 50%

d. 60%

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

25. A ______ is a panel of people presumably qualified to make judgments about the suitability of a prisoner to be released from prison after having served a specified time of his or her sentence.

a. determinate sentence hearing

b. discretionary parole hearing

c. mandatory parole hearing

d. parole board

Learning Objective: 10-3: Understand the roles and duties of probation officers and parole board members.

Cognitive Domain: Knowledge

Answer Location: Parole Boards

Difficulty Level: Easy

26. When deciding whether to grant parole, a parole board considers ______.

a. the original presentence investigation report

b. the nature of the offense for which the subject is incarcerated

c. indications that the inmate is repentant

d. all of these

Learning Objective: 10-3: Understand the roles and duties of probation officers and parole board members.

Cognitive Domain: Knowledge

Answer Location: Parole Boards

Difficulty Level: Easy

27. One in ______ parolees will leave with no parole supervision.

a. 10

b. 5

c. 3

d. 2

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Easy

28. In terms of corrections, imprisonment almost always results in ______.

a. recidivism

b. reentry

c. rehabilitation

d. retribution

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Easy

29. In 2004, ______.

a. probationers had a higher rate of successful completion than parolees

b. parolees had a higher rate of successful completion than probationers

c. probationers and parolees had nearly equal rates of successful completion

d. neither probationers nor parolees had successful completion rates

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Easy

30. ______, the greater the chance of his or her success while on parole.

a. The younger the offender

b. The more educated the offender

c. The less time the offender spent in prison

d. The older the offender

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Easy

31. What is a good con?

a. an incarcerated individual who adheres to the convict code and is accepted by other inmates

b. a convict who serves his or her time and does not resist the authority of correctional officers

c. an administrative classification that designates a convict who is deserving of good time credit

d. a convict who has been incarcerated for the majority of his or her adult life

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Easy

32. Glaze and Palla (2005) indicate a success rate of 60% for probationers in 2004; however, the figure for successful completion of parole was only ______.

a. 10%

b. 27%

c. 33%

d. 46%

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Easy

33. The process of reintegrating offenders into their communities regardless of whether they were integrated into them in a prosocial way before they entered prison is known as ______.

a. parole

b. probation

c. programming

d. reentry

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Easy

34. The most successful tool for the successful reintegration of offenders who want to go straight is ______.

a. education

b. employment

c. family support

d. religious beliefs

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: The Impact of Imprisonment and Reentry on Communities

Difficulty Level: Easy

35. Which of the following statements best captures the ideology behind the Control and Restore phase believed to be necessary for successful prisoner reentry?

a. Prerelease programming, such as that provided by the Control and Restore phase, immediately precedes release from prison and focuses on preparing offenders through institution-based programming.

b. Community-based transition programs allow offenders to enact the skills they learned while participating in institution-based programs in a real-world environment.

c. No services are provided during this phase, as offenders need to learn how to cope with the realities of life on the outside without the structure that they have come to expect.

d. Although there is no monitoring of offenders, controlling and restoring offenders require them to do exactly what they are told, when they are told.

Learning Objective: 10-5: Know what makes for a successful reentry.

Cognitive Domain: Knowledge

Answer Location: What Makes for a Successful Reentry?

Difficulty Level: Easy

36. Which of the following statements best captures the ideology behind the Sustain and Support phase believed to be necessary for successful prisoner reentry?

a. Sustaining and supporting returning ex-offenders require continued monitoring by the criminal justice system.

b. Ex-offenders are responsible for the sustainability of a crime-free lifestyle, even when this implies that they have to seek out their own aftercare.

c. Long-term community-based support is necessary to connect ex-offenders who are no longer under supervision to the services they need.

d. Short-term community-based interventions are the most viable for ex-offenders because many of them have already received a significant amount of programming while incarcerated.

Learning Objective: 10-5: Know what makes for a successful reentry.

Cognitive Domain: Knowledge

Answer Location: The Impact of Imprisonment and Reentry on Communities

Difficulty Level: Easy

37. Which phase of prisoner reentry may be the most difficult for inmates?

a. Phase I: Protect and Prepare

b. Phase II: Control and Restore

c. Phase III: Sustain and Support

d. Phase IV: Restore and Sustain

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: The Impact of Imprisonment and Reentry on Communities

Difficulty Level: Easy

38. Among prisoners, which racial/ethnic group is least likely to have completed high school or earned a GED?

a. white inmates

b. Hispanic inmates

c. black inmates

d. Asian inmates

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: The Impact of Imprisonment and Reentry on Communities

Difficulty Level: Easy

39. Research suggests that ______ of individuals released from prison fail in entering the job market within the first year.

a. 30%

b. 40%

c. 50%

d. 60%

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: The Impact of Imprisonment and Reentry on Communities

Difficulty Level: Easy

40. Economists find that incarceration has the most substantial impact on the ______ of formerly incarcerated persons.

a. wages

b. wage growth

c. employment opportunities

d. none of these

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: The Impact of Imprisonment and Reentry on Communities

Difficulty Level: Easy

41. The finding that the parole success rate for Utah is 19%, whereas the rate for Massachusetts is 83%, suggests that ______.

a. Massachusetts has been far more successful at fostering successful parolees

b. parolees in Utah are more resistant to rehabilitation programming than their counterparts in other states

c. the two states have dramatically different reentry programs that can account for the different parole success rates

d. the two states have drastically different standards that define parole success

Learning Objective: 10-5: Know what makes for a successful reentry.

Cognitive Domain: Knowledge

Answer Location: Determining Parole “Success”

Difficulty Level: Easy

42. Halfway houses are ______.

a. transitional places of residence for correctional clients

b. intermediate sanctions for individuals who require more supervision than traditional probation

c. used for the treatment of individuals who have multiple problems and risk factors

d. all of these

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Easy

43. The first halfway house in America was started by the ______.

a. Mormons

b. Baptists

c. Catholic church

d. Quakers

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring

Cognitive Domain: Knowledge

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Easy

44. The first halfway house in America was opened in 1845 in ______.

a. Philadelphia

b. Chicago

c. Boston

d. New York City

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Easy

45. Nancy Marion criticized halfway houses for ______.

a. admitting individuals who would not have gone to prison anyway

b. being too soft on crime

c. putting public safety at risk by keeping dangerous criminals in the community

d. not focusing enough money and effort on the rehabilitation of offenders

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Easy

46. House arrest is typically used as ______.

a. the primary sanction for both violent and nonviolent offenders

b. an alternative to drug treatment

c. the initial phase of intensive probation or parole

d. pretrial detention for the majority of offenders awaiting trial

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: House Arrest, Electronic Monitoring, and Global Positioning Systems

Difficulty Level: Easy

47. The general public has been critical of house arrest because it is seen as ______.

a. a waste of taxpayer money

b. an ineffective practice

c. too soft on crime

d. depriving parolees of basic freedoms

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: House Arrest, Electronic Monitoring, and Global Positioning Systems

Difficulty Level: Easy

48. According to Payne and Gainey (2004), opponents of electronic monitoring criticize it for ______.

a. being too expensive

b. not being effective in controlling crime

c. putting public safety at risk

d. intruding too much into the realm of privacy

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: House Arrest, Electronic Monitoring, and Global Positioning Systems

Difficulty Level: Easy

49. Several European nations have introduced electronic monitoring to ______.

a. cut the costs of supervision

b. reduce the number of probation officers

c. ease the overcrowding of prisons

d. increase the number of probation officers

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring

Cognitive Domain: Knowledge

Answer Location: House Arrest, Electronic Monitoring and Global Positioning Systems

Difficulty Level: Easy

50. According to Petersilia (2004), with the best methods currently available and with adequate budgeting, recidivism could be reduced by ______.

a. 10%

b. 50%

c. 30%

d. 45%

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: Concluding Remarks on Reentry and Recidivism

Difficulty Level: Easy

True/False

1. Individuals released via mandatory parole systems are more successful than those released via discretionary parole.

Learning Objective: 10-2: Know the difference between mandatory and discretionary parole and how they both differ from unconditional release.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

2. The Irish system begins with a period of solitary confinement.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

3. The largest percentage of parolees, by race, are Hispanic.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

4. About half of all parolees have spent some time in prison prior to parole.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

5. Discretionary parole is granted by a parole board.

Learning Objective: 10-2: Know the difference between mandatory and discretionary parole and how they both differ from unconditional release.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

6. Parolees have a higher rate of successful completion than probationers.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

7. Parole today is a humanistic method of dealing with “reformed” individuals.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

8. The term parole comes from a French word that means “word of honor.”

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

9. The philosophical foundation of parole is attributed to Alexander Maconochie.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

10. In 2007, it was estimated that 1 million offenders were on parole supervision in American communities.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

11. Half of released prisoners are returned to prison for technical violations rather than new crimes.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

12. Among parolees, research suggests property offenders have a higher recidivism rate than violent offenders.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

13. The mark system as it was originally conceived boasted recidivism rates below 3%.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: What Is Parole?

Difficulty Level: Easy

14. The success rates of parolees are significantly higher than the success rates of probationers, who typically graduate to more serious forms of crime.

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Knowledge

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Easy

15. Typical correctional clients are qualified for no more than low-skill manufacturing jobs.

Learning Objective: 10-5: Know what makes for a successful reentry.

Cognitive Domain: Knowledge

Answer Location: What Makes for a Successful Reentry?

Difficulty Level: Easy

16. A Bureau of Justice Statistics report (Mumola, 2000) showed that 48% of imprisoned parents were never married, and 28% of those who were ever married were divorced or separated.

Learning Objective: 10-5: Know what makes for a successful reentry.

Cognitive Domain: Knowledge

Answer Location: What Makes for a Successful Reentry?

Difficulty Level: Easy

17. Parole success in all states is defined as a completed crime-free/technical violation–free period of parole.

Learning Objective: 10-5: Know what makes for a successful reentry.

Cognitive Domain: Knowledge

Answer Location: Determining Parole “Success”

Difficulty Level: Easy

18. Some of the individuals living in halfway houses have never been to prison.

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Easy

19. Halfway houses are more likely to be run by faith-based or nonprofit organizations than formal correctional personnel.

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Easy

20. Halfway houses may also serve as an intermediate sanction for offenders not sent to prison but needing greater supervision than straight probation or parole.

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Easy

21. House arrest is similar in function and ideology to halfway houses.

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Easy

22. The majority of correctional clients currently under house arrest are fitted with electronic monitoring devices.

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: House Arrest, Electronic Monitoring, and Global Positioning Systems

Difficulty Level: Easy

23. Electronic monitoring requires the use of a satellite to monitor the movements of offenders.

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: House Arrest, Electronic Monitoring, and Global Positioning Systems

Difficulty Level: Easy

24. Offenders released or placed on electronic monitoring programs are generally positive about their experience.

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Knowledge

Answer Location: House Arrest, Electronic Monitoring, and Global Positioning Systems

Difficulty Level: Easy

25. Parole is an extremely common practice in China.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Knowledge

Answer Location: Comparative Corrections: Chinese Community Corrections

Difficulty Level: Easy

Essay

1. Explain the philosophy behind parole. Do you agree or disagree with it? Why or why not?

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Analysis

Answer Location: What Is Parole?

Difficulty Level: Medium

2. Discuss the major barriers to prisoner reentry.

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Comprehension

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Medium

3. Explain the difference between mandatory and discretionary parole.

Learning Objective: 10-2: Know the difference between mandatory and discretionary parole and how they both differ from unconditional release.

Cognitive Domain: Analysis

Answer Location: What Is Parole?

Difficulty Level: Medium

4. What is the function of a halfway house? Do you believe these are effective? Why or why not?

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Analysis

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Medium

5. What is electronic monitoring? Explain a criticism of this practice. Do you agree or disagree with the criticism?

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Analysis

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Medium

6. Discuss the importance of Alexander Maconochie in the history of parole.

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Comprehension

Answer Location: What Is Parole?

Difficulty Level: Medium

7. According to Joan Petersilia’s “what works” research, what are some of the attributes of successful reentry programs?

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Comprehension

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Medium

8. Discuss and explain the benefits and drawbacks of community-based correctional programs according to Nancy Marion.

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Comprehension

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Medium

9. Identify and explain the three programmatic phases believed necessary for successful reentry.

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Comprehension

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Medium

10. Discuss and explain house arrest. Do you agree with how is it used within community corrections? Why or why not?

Learning Objective: 10-7: Be able to identify and discuss halfway houses, house arrest, and electronic monitoring.

Cognitive Domain: Analysis

Answer Location: Parole Violations and Graduated Sanctions

Difficulty Level: Medium

11. Discuss five elements that parole boards use when determining which inmates receive parole.

Learning Objective: 10-3: Understand the roles and duties of probation officers and parole board members.

Cognitive Domain: Comprehension

Answer Location: Parole Boards

Difficulty Level: Medium

12. Explain the Irish system. Do you believe it would work in the United States? Why or why not?

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Analysis

Answer Location: What Is Parole?

Difficulty Level: Medium

13. Do you agree or disagree that community corrections is an effective use of resources? Why or why not?

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Analysis

Answer Location: Whole Chapter

Difficulty Level: Medium

14. Some people have claimed that the use of parole constitutes “being soft on crime.” Do you agree or disagree? Why?

Learning Objective: 10-1: Understand the history and purpose of parole.

Cognitive Domain: Analysis

Answer Location: Whole Chapter

Difficulty Level: Medium

15. Explain what you believe is the best way to measure the “success” of parole.

Learning Objective: 10-4: Understand the issues involved in prisoner reentry into the community and parolee recidivism.

Cognitive Domain: Analysis

Answer Location: What Goes In Must Come Out: Prisoner Reentry Into the Community

Difficulty Level: Hard