The target learner is more likely to be impatient in learning environments. He or she is more likely to be a dependent learner, who needs to see their progress in a clear, concrete way. Inmate students are also more likely to have special learning needs or social and behavioral issues that hinder the learning process. As a result, these students are less likely to have the motivation needed to succeed at their task. This lack of motivation is fueled by a history of consistent learning failure. Many inmate students have failed in their experiences in traditional education environments. Therefore, they carry negative impressions about education and have generally negative expectations in the learning environment. More of the same does not work for these students.

Pace Learning Systems’ instructional lessons feature a unique, “programmed” instructional format and incorporate a structured programmed learning work process. Pace delivers instruction and assessment through a teaching/learning process referred to as the “Systems Approach.” These methods, developed through years of research in correctional education settings with inmate learners, provide an avenue for successful self-pacing and self-evaluation. Through many small, sequential learning successes, students begin to self-reinforce, an important milestone for students learning “how to learn.” They can then start to expect success in learning tasks.

The Pace design and work process keeps the learner constantly informed of their progress and engaged in their learning, by ensuring consistent feedback. A Pace program keeps students aware of the connections between their daily classwork and their overall learning goals. Over time, the self-pacing and self-checking in a Pace student’s workflow leads to positive self-reinforcement, more self-confidence and self-esteem, more independence and motivation, and higher levels of scholastic achievement. Aside from motivation and confidence challenges, students must be managed in classrooms with widely varied combinations of learning needs, styles, and functional levels. In order to create a cycle of success for each learner, immediate and consistent progress is of utmost importance. This careful focus on ensuring immediate, consistent success maximizes learning from the very start, whether students are learning to read and write or preparing for high school equivalency testing.