{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Pendleton Juvenile Correctional Facility","outOfStateSupporters":48.8,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9901194,"projectId":9737626,"letterContent":"Our students live in a world where narratives are often stripped away, leaving only case numbers and behavioral reports. This project has allowed them to reclaim their humanity and identities through literature. By bringing in diverse texts and primary sources from minority authors, we have transformed the classroom into a space of empathy and intellectual rigor.\r\n\r\nWhile our donors are avid readers, the teaching of these books in a correctional setting involves unique skills. These new texts are tools for critical deconstruction. Students learn to analyze history not as a boring series of events, but as a complex collection of human stories. They are now identifying how dominant narratives are formed and whose voices were historically excluded.\r\n\r\nThey also provide lessons in perspective-taking. By engaging with poems, letters, and autobiographies, students practice empathy, a vital skill in their restorative journey. They are not just reading a story; they are learning to see the world through the lived experiences and triumphs of others. Furthermore, these materials support literacy through relatability. We use high-interest, culturally responsive materials like graphic novels and Black history flashcards to build foundational skills in students who may have had negative experiences with traditional education. These tools have been really strong and important in our lessons. Through teaching race and culture studies, I feel like I've seen so much growth and inclusivity out of what the state had originally determined to be the worst population. I was moved to tears after the students had completed a project on Mass Incarceration here in the United States and how it targets African Americans. They used the \"1619 Project\" as inspiration and the final product was a trifold with in text citations and recalls to past work and readings from your donated materials.\r\n\r\nReading in a maximum-security school requires a ton of focus. While the facility often feels like a results-only scoreboard, reading time is where the atmosphere softens. You will see students utilizing primary sources from the 1619 Project or an Indigenous Peoples History of the United States to argue points about early American colonization.\r\n\r\nReading is also social here. Because I focus on building trust, our classroom is a place where a student might look up from a reading and be allowed to voice thoughts or ideas regarding the text with me or anyone who might be listening. It's always fun when after a group reading the officers who are typically stationed in the room have additional questions or comments and the students are the ones who guide the responses. It's so special to see your donated materials turning them into educated young men capable of discussion and responsibility. We even use inclusive trivia games to turn learning into a collaborative, community-building activity.\r\n\r\nThere is a particular group of students who have taken a deep interest in the new colonial history materials. One student, who previously struggled with engagement, spent an entire period comparing the letters of a colonial settler with the account of an enslaved person. He told me it was the first time history felt real rather than just a list of names to memorize. I had one student contact me after his release and he talked about how fun and interesting I made Social Studies and it made him want to go back to school and get a job working with troubled students. These materials are helping to change lives.\r\n\r\nOther students who are often the rowdiest in the halls have found peace in the flash cards and graphic informative books such as the Timelines From History. Seeing their own struggles with identity and justice mirrored in the words of someone from a century ago has given them a new vocabulary for their own experiences. Additionally, students nearing their release date are particularly drawn to college admissions guides for HBCUs. It represents a tangible life after this facility, helping them re-envision themselves as college-bound individuals rather than just incarcerated youths. Some have asked me to help them do extensive research on HBCU's and what type of requirements they would need to gain admission.\r\n\r\nBy funding these books, you have not just bought paper and ink; you have provided our students with the mirrors they need to see their potential and the windows they need to see a world beyond these walls. Thank you for believing in the power of a story, and more importantly the redemption of these people. Often they are dehumanized, discredited, and not given an after-thought. 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Join the 41 supporters who believe in this school.
About this school
Pendleton Juvenile Correctional Facility is
a rural public school
in Pendleton, Indiana that is part of Indiana Department of Education.
It serves 118 students
in grades 8 - 12 with a student/teacher ratio of 5.4:1.
Its teachers have had 12 projects funded on DonorsChoose.
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of students receive free or reduced price lunch
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
Source: the National Center for Education Statistics
41%
of students are Black, Latino, Native
American, or Asian
Data about school demographics comes from the National Center for Education Statistics, via our partners at MDR Education. The numbers in this chart may not add up to 100% because of limitations in the available data.
Pendleton Juvenile Correctional Facility Support on DonorsChoose
Last updated Apr 30, 2026
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Pendleton Juvenile Correctional Facility
$6,703
raised using DonorsChoose
12
projects
funded
8
teachers
funded
41
donors
9
projects for
books
Pendleton Juvenile Correctional Facility has received support from
21 individuals from Indiana and
20 individuals out-of-state.
