Hancy Maxis spent 17 years incarcerated in New York prisons. He knew that he needed to have a plan for when he got out.
“Once I am back in New York City, once I am back in the economy, how will I be marketable?” he said. “For me, math was that pathway.”
In 2015, Maxis completed a bachelor’s degree in math through the Bard Prison Initiative, an accredited college-in-prison program. He wrote his senior project about how to use game theory to advance health care equity, after observing the disjointed care his mom received when she was diagnosed with breast cancer. (She’s now recovered.)
When he was released in 2018, Maxis immediately applied for a master’s program at Columbia University’s Mailman School of Public Health. He graduated and now works as the assistant director of operations at Montefiore Medical Center in the Bronx. He helped guide the hospital’s response to Covid.
Maxis is one of many people I’ve spoken to in recent years while reporting on the role that learning math can play in the lives of those who are incarcerated. Math literacy often contributes to economic success: A 2021 study of more than 5,500 adults found that participants made $4,062 more per year for each correct answer on an eight-question math test.
While there don’t appear to be any studies specifically on the effect of math education for people in prison, a pile of research shows that prison education programs lower recidivism rates among participants and increase their chances of employment after they’re released.
Plus, math — and education in general — can be empowering. A 2022 study found that women in prison education programs reported higher self-esteem, a greater sense of belonging and more hope for the future than women who had never been incarcerated and had not completed post-secondary education.
Yet many people who enter prison have limited math skills and have had poor relationships with math in school. More than half (52 percent) of those incarcerated in U.S. prisons lack basic numeracy skills, such as the ability to do multiplication with larger numbers, long division or interpret simple graphs, according to the most recent numbers from the National Center for Educational Statistics. The absence of these basic skills is even more pronounced among Black and Hispanic people in prison, who make up more than half of those incarcerated in federal prisons.
In my reporting, I discovered that there are few programs offering math instruction in prison, and those that do exist typically include few participants. Bard’s highly competitive program, for example, is supported primarily through private donations, and is limited to seven of New York’s 42 prisons. The recent expansion of federal Pell Grants to individuals who are incarcerated presents an opportunity for more people in prison to get these basic skills and better their chances for employment after release.
Alyssa Knight, executive director of the Freedom Education Project Puget Sound, which she co-founded while incarcerated, said that for years, educational opportunities in prison were created primarily by people who were incarcerated, who wrote to professors and educators to ask if they might send materials or teach inside the prison. But public recognition of the value of prison education, including math, is rising, and the Pell Grant expansion and state-level legislation have made it easier for colleges to set up programs for people serving time. Now, Knight said, “Colleges are seeking prisons.”
Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter.
Jeffrey Abramowitz understands firsthand how math can help someone after prison. After completing a five-year stint in a federal prison, his first post-prison job was teaching math to adults who were preparing to take the GED exam.
Fast forward nearly a decade, and Abramowitz is now the CEO of The Petey Greene Program, an organization that provides one-on-one tutoring, educational supports and programs in reading, writing and now math, to help people in prison and who have left prison receive the necessary education requirements for a high school diploma, college acceptance or career credentials.
The average Petey Greene student’s math skills are at a fourth- or fifth-grade level, according to Abramowitz, which is in line with the average for “justice-impacted” learners; the students tend to struggle with basic math such as addition and multiplication.
“You can’t be successful within most industries without being able to read, write and do basic math,” Abramowitz said. “We’re starting to see more blended programs that help people find a career pathway when they come home — and the center of all this is math and reading.”
Abramowitz and his team noticed this lack of math skills particularly among students in vocational training programs, such as carpentry, heating and cooling and commercial driving. To qualify to work in these fields, these students often need to pass a licensing test, requiring math and reading knowledge.
The nonprofit offers “integrated education training” to help students learn the relevant math for their professions. For instance, a carpentry teacher will teach students how to use a saw in or near a classroom where a math teacher explains fractions and how they relate to the measurements needed to cut a piece of wood.
“They may be able to do the task fine, but they can’t pass the test because they don’t know the math,” Abramowitz said.
Math helped Paul Morton after he left prison, he told me. When he began his 10.5 years in prison, he only could do GED-level math. After coming across an introductory physics book in the third year of his time in prison, he realized he didn’t have the math skills needed for the science described in it.
He asked his family to send him math textbooks and, over the seven years until his release, taught himself algebra and calculus.
“I relentlessly spent six hours on one problem one day,” he said. “I was determined to do it, to get it right.”
I met Morton through the organization the Prison Mathematics Project, which helped him develop his math knowledge inside prison by connecting him with an outside mathematician. After his release from a New York prison in 2023, he moved to Rochester, New York, and is hoping to take the actuarial exam, which requires a lot of math. He continues to study differential equations on his own.
The Prison Mathematics Project delivers math materials and programs to people in prison, and connects them with mathematicians as mentors. (It also brings math professors, educators and enthusiasts to meet program participants through “Pi Day” events; I attended one such event in 2023 when I produced a podcast episode about the program, and the organization paid for my travel and accommodations.)
The organization was started in 2015 by Christopher Havens, who was then incarcerated at Washington State Penitentiary in Walla Walla. Havens’ interest in math puzzles, and then in algebra, calculus and other areas of mathematics, was ignited early in his 25-year- term when a prison volunteer slid some sudoku puzzles under his door.
“I had noticed all these changes happening inside of me,” Havens told me. “My whole life, I was searching for that beauty through drugs and social acceptance … When I found real beauty [in math], it got me to practice introspection.”
As he fell in love with math, he started corresponding with mathematicians to help him solve problems, and talking to other men at the prison to get them interested too. He created a network of math resources for people in prisons, which became the Prison Mathematics Project.
The group’s website says it helps people in prison use math to help with “rebuilding their lives both during and after their incarceration.”
Related: How Danielle Metz got an education after incarceration
But Ben Jeffers, its executive director, has noticed that the message doesn’t connect with everyone in prison. Among the 299 Prison Mathematics Project participants on whom the program has data, the majority — 56 percent — are white, he told me, while 25 percent are Black, 10 percent are Hispanic, 2 percent are Asian and 6 percent are another race or identity. Ninety-three percent of project participants are male.
Yet just 30 percent of the U.S. prison population is white, while 35 percent of those incarcerated are Black, 31 percent are Hispanic and 4 percent are of other races, according to the United State Sentencing Commission. (The racial makeup of the program’s 18 female participants at women’s facilities is much more in line with that of the prison population at large.)
“[It’s] the same issues that you have like in any classroom in higher education,” said Jeffers, who is finishing his master’s in math in Italy. “At the university level and beyond, every single class is majority white male.”
He noted that anxiety about math tends to be more acute among women and people of any gender who are Black, Hispanic, or from other underrepresented groups, and may keep them from signing up for the program.
Sherry Smith understands that kind of anxiety. She didn’t even want to step foot into a math class. When she arrived at Southern Maine Women’s Reentry Center in December 2021, she was 51, had left high school when she was 16, and had only attended two weeks of a ninth grade math class.
“I was embarrassed that I had dropped out,” she said. “I hated to disclose that to people.”
Smith decided to enroll in the prison’s GED program because she could do the classes one-on-one with a friendly and patient teacher. “It was my time,” she said. “Nobody else was listening, I could ask any question I needed.”
In just five months, Smith completed her GED math class. She said she cried on her last day. Since 2022, she’s been pursuing an associate’s degree in human services — from prison — through a remote program with Washington County Community College.
In Washington, Prison Mathematics Project founder Havens is finishing his sentence and continuing to study math. (Havens has been granted a clemency hearing and may be released as early as this year.) Since 2020, he has published four academic papers: three in math and one in sociology. He works remotely from prison as a staff research associate in cryptography at the University of California, Los Angeles, and wrote a math textbook about continued fractions.
Havens is still involved in the Prison Mathematics Project, but handed leadership of the program over to Jeffers in October 2023. Now run from outside the prison, it is easier for the program to bring resources and mentorship to incarcerated students.
“For 25 years of my life, I can learn something that I wouldn’t have the opportunity to learn in any other circumstances,” Havens said. “So I decided that I would, for the rest of my life, study mathematics.”
Contact editor Caroline Preston at 212-870-8965 or [email protected].
This story about math in prison was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger higher education newsletter.
Ryan J. Yoder is an Associate Professor at The Ohio State University, serving the regional campus in Marion, OH. Dr. Yoder previously taught GOB chemistry at Marion before joining the full-time faculty in 2013. He currently teaches organic chemistry lecture and laboratory courses in addition to serving the campus and university community. He received his B.A. in chemistry from Ohio Wesleyan University and his Ph.D. from The Ohio State University. Dr. Yoder mentors undergraduate research students at Marion and Columbus, examining protein-ligand interactions toward therapeutics against threats from chemical weapons and cancer.
