Correctional education has a long history dating to 1790. Political, legal, economic, and numerical realities have shaped its direction more frequently than the educational needs of inmates. Education is seen as serving a variety of purposes: behavior control, empowerment, change in personal behavior and values, and reduction in recidivism. The organizational structure--decentralized, bureau model, or correctional school district model--affects the way educational decisions are made and implemented. Traditionally prepared teachers are not equipped to teach in a correctional school and are often unsure about their role. An effective teacher is mature, creative, self-aware, flexible, sincere, and student centered. Students have educational, family, behavior, mental health, and physical problems. A key issue is learning disabilities and deficiencies. The latest trends focus on cognitive skill development and the integration of rehabilitation and education. A key area that has been largely neglected is transition back to the community. Emerging changes in correctional education are linked to needs of confined learners, concepts of personal development, and empowerment. The cognitive model has implications for education in both prevention and rehabilitation efforts. Law-related education can be a vehicle for intrainstitutional cooperation and cooperation between the education, treatment, and corrections systems. (Appendixes include definitions and 136 references.) (YLB)