State and National Fast Facts

Title I, Part D, Subpart 1 provides supplemental funds for education programs for youth who are neglected or delinquent. Subpart 1 funds are awarded directly to State education agencies, which then award subgrants to State agencies serving youth who are neglected or delinquent (e.g., juvenile detention, juvenile corrections, and adult corrections). In the 2009–10 school year (SY), the federal Title I, Part D, Subpart 1, program distributed a total of $49.16 million to such programs.

States may use Subpart 1 funds to assist educational programs for youth who are neglected and programs for youth in juvenile detention, juvenile corrections, and adult corrections. Programs for youth who are neglected serve students placed in public or private residential facilities due to abandonment, neglect, or death of their parents or guardians. Delinquent facilities (detention or corrections) are public or private institutions serving children and youth who have been adjudicated delinquent or in need of supervision.

All State education agencies must provide data to the U.S. Department of Education on student participation in Part D programs, disaggregating by gender, race/ethnicity, and age. The racial/ethnic categories currently reported are Asian/Pacific Islander; Black, non-Hispanic; Hispanic; American Indian/Alaska Native; and White, non-Hispanic. If State grantees provided data identifying students as an “other” racial or ethnic group, those data are included here.

Nationally, in SY 2009–10, the majority of students enrolled in State agency neglected and delinquent programs and receiving Title I, Part D funds were between the ages of 14 and 18 years (72%) and 19 and 21 years (23%) and predominantly male (85%). These percentages reflect the national trends in age and gender across the previous three years.
 

All State education agencies must report on a series of academic and vocational outcomes attained by students enrolled in programs receiving Title I, Part D funds. The figures below feature two of the key performance measures—earning high school course credits and attaining a GED or high school diploma. These figures reflect the percentage of age-eligible students attaining these outcomes while enrolled in, or shortly after leaving, a Title I, Part D–funded educational program.

The U.S. Department of Education requires that student performance on reading and mathematics pre- and posttests be reported for long-term students who were enrolled in a program for 90 consecutive calendar days or longer. All State education agencies provide data on the number of long-term students who test below grade level upon entry to their programs as well as on the progress (i.e., grade-level change) students demonstrate on pre- and posttests in reading and mathematics.