NDTAC Brief - Getting to Outcomes in Juvenile Justice Education Using Title 1 Part D Program Data

Oct 15, 2026

NDTAC brief explaining how Title I, Part D program data can be accessed, assessed, and used to strengthen juvenile justice education outcomes. It outlines the purpose of Title I, Part D for neglected, delinquent, or at-risk youth, and describes required data evaluations disaggregated by demographic factors while protecting student privacy. The brief connects evidence-driven program design to measurable youth outcomes beyond recidivism. It also presents data access routes via Fast Facts and ED Data Express, including dashboard views and download tools.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Data and Youth Outcomes

Title 1, Part D Program Data

ED Data Express

Dashboard

| | NDTAC BRIEF
Getting to Outcomes in Juvenile Justice Education Using Title 1 Part D Program Data | | --- | --- | NDTAC Brief: Getting to Outcomes in Juvenile Justice Education Using Title 1 Part D Program Data August 11, 2021 Washington, D.C. Authors: Victor St. John & Alexander Gabriel Introduction The primary purpose of Title 1, Part D programs is to improve the educational outcomes for youth who are categorized as neglected (n), delinquent (d), or at-risk under the statute. This includes: improving the quality of n and d educational services; providing services that help youth successfully transition from correctional or congregate care settings to further schooling or employment; preventing at-risk youth from dropping out; and providing youth who have dropped out of school and youth who are returning from n and d institutions with a support system to ensure their continued education. A core requirement of Title 1, Part D programs is the expectation that State Coordinators collect data on youth who are supported through Title 1, Part D programs. Section 1431 “Program Evaluations” of the statute outlines that “…each State agency or local educational agency that conducts a program under Subpart 1 or 2 shall evaluate the program, disaggregating data on participation by gender, race, ethnicity, age, children with disabilities, and English learner students while protecting individual student privacy, not less than once every 3 years, to determine the program's impact on the ability of participants.”i The U.S. Department of Education collects this data from States annually and the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) reviews this information. This data is particularly important because youth education programs that are driven by evidence are most effective in getting to specific outcomes. Therefore, one main function of these data collection efforts is to understand how various youth outcomes are associated with funded programs. This brief is designed to help State Coordinators, grantees involved in data collection or analyses, and personnel involved in the design of funded programs learn how to access, assess, and use their program data to achieve the outcomes that they have set for youth within their State or locality. Specifically, this resource will: a) Introduce Title 1, Part D program data and how to access the data b) Illustrate how to use Title 1, Part D data to assess disparities in program outcomes, with a focus on juvenile justice education as an example, and c) Explain the importance of data driven decision making and discuss strategies to achieve youth outcomes. Data and Youth Outcomes State Coordinators, grantees involved in data collection or analyses, and personnel involved in the design of funded programs should incorporate this data to reach their expected program outcomes because youth education programs that are driven by evidence are most successful in getting to a set of outcomes. 1 2 Researchers support that using evidence (e.g., data) can help identify obstacles, as well as promising strategies for the academic, social, and emotional wellbeing of students.3 Focusing on outcomes that are aligned with the development of youth are particularly beneficial for gauging the impact of programs that target youth. By way of example, a positive youth development approach supports the understanding that programs and services targeted at youth should improve protective factors (e.g., education, employment, or access to a network of supportive adults) that help shape positive characteristics of youth. ii Among youth who were or are incarcerated, an emphasis is placed on the positive aspects of a youth’s development. This would be inclusive of a youth’s access to quality education or employment as opposed to only recidivism outcomes to understand whether a youth program is reaching a given outcome. iii Taken together, e

FAQs

What is the main purpose of Title I, Part D programs?

To improve educational outcomes for youth categorized as neglected, delinquent, or at-risk, including enhancing service quality, supporting transitions to further schooling or employment, preventing dropout, and providing support for youth returning from institutions.

What data-related requirement do Title I, Part D programs have?

State agencies and local educational agencies must evaluate the program at least once every 3 years, disaggregating participation data by factors such as gender, race, ethnicity, age, disability, and English learner status while protecting individual student privacy.

How can users access Title I, Part D program data?

Data can be accessed through Fast Facts and ED Data Express; ED Data Express provides a dashboard and a data download tool for viewing longitudinal funding, participation, and academic performance by state and program type.

Oct 15, 2026

Uploaded by Alex Sinclair