What's New | How It Works | How It Is Measured

Focuses on What Works

Improves transition services. State education agencies (SEAs) are to designate an individual in each correctional facility or institution for neglected or delinquent (N or D) children and youth to concentrate on providing participants with the knowledge and skills needed to make a successful transition to secondary school completion, vocational or technical training, further education, or employment. Poor educational followup is the most frequently reported challenge in meeting these students' needs. In the past, few State agencies used program funds to provide transition services. The new legislation encourages State agencies to support the transition of children and youth from State-operated institutions to schools served by local school districts and to successfully help youth offenders with secondary school diplomas enter postsecondary education or vocational and technical training programs.

Provides technical assistance to SEAs. Federally-supported technical assistance providers will help with capacity-building of State agency programs. In 1999, State agencies reported that the greatest need for technical assistance among institutional staff included program evaluation, outlining evaluation procedures, analyzing program evaluation results, designing a needs assessment, and testing issues. Although most State agencies required institutions to evaluate their program annually, only three-fourths of State agencies required institutions to include participant achievement information in their evaluations. State agencies that lack the capacity to address these issues will be able to receive the technical assistance they need to improve their educational programs for children and youth who are N or D.

Increases Accountability for Student Performance

Develops a uniform evaluation model. Improves the effectiveness of programs administered by SEAs by developing a uniform evaluation model to assess the educational achievement and outcomes of children who are N or D. A uniform model will enable all State agencies to use a common set of evaluation methods and procedures to assess program implementation, student achievement, and the successful transition of these students into educational institutions or employment.

Closes the Achievement Gap for Disadvantaged Students

Makes students returning from correctional facilities a priority. The school district program will focus primarily on the transition and academic needs of students returning from correctional facilities. Often, there is a disconnect between the programs of local schools and correctional facilities, which results in low student achievement. As students make the transition from correctional facilities back to their local schools, they will receive the followup services they need to continue their education and to meet the same challenging state Standards required of all students.

Coordinates achievement activities. SEAs are to encourage correctional facilities to coordinate with school districts or alternative education programs so that student assessments and academic records are shared jointly and used to guide the planning and operation of the Title I N or D program at the institution level. Very few State agencies have the Title I-funded services objective to assist neglected or delinquent students to meet the same statewide achievement standards established for all public school students. Improved coordination between school districts and correctional facilities will help develop continuity between the educational services provided to these students.

Official Title I, Part D Statute

Other Federal Policies and Laws Relating to Youth Who Are N or D

Meet John McLaughlin, Federal Program Manager for Title I, Part D

Read an FAQ on Teacher Quality

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