This module is divided into three parts:

Part I.   Introduction

Part II.  Data Collection : How Am I Doing?

Part III. Resources

Part I outlines why collecting and using data is important and provides tips on collecting quality data.  Part II is designed to help you determine how your facility is doing in terms of collecting quality data that is accurate and complete and offers suggestions on how to improve collection practices. Part III provides additional resources on data collection, including further reading, step-by-step guides, and information on data systems currently in place throughout the country.

III. Resources

FERPA

Clements, B. S. (2002). Protecting the confidentiality of education records in state databases. Washington, DC: Evaluation Software Publishing, Inc. Retrieved August 15, 2005, from
http://www.educationadvisor.com/documents/ocio2001/confidentiality.doc (Word)

Medaris, M. (1998, May). A guide to the Family Educational Rights and Privacy Act. OJJDP Fact Sheet, 78. Retrieved August 15, 2005, from
http://www.ncjrs.org/pdffiles/fs9878.pdf (PDF)

Office of Juvenile Justice and Delinquency Prevention. (1997). Sharing information: A guide to the Family Educational Rights and Privacy Act and participation in juvenile justice programs. Washington, DC: Office of Juvenile Justice and Delinquency Prevention. Retrieved August 15, 2005, from
http://www.ed.gov/policy/gen/guid/fpco/pdf/sharinginfo.pdf. A current link to this document can be found at http://www.ncjrs.gov/pdffiles/163705.pdf (PDF).

National Forum on Education Statistics. (2004). Forum guide to protecting the privacy of student information: State and local education agencies, NCES 2004-330. Washington, DC: National Forum on Education Statistics. Retrieved August 15, 2005, from
http://nces.ed.gov/pubs2004/2004330.pdf (PDF).

Automated Data Systems & E-Rate

Hollender, D. (2004). Developing an NRS data system: Putting the pieces together. Washington, DC: Office of Vocational and Adult Education, U.S. Department of Education. Retrieved August 15, 2005, from
www.nrsweb.org/docs/DevelopingNRSTogether2004.pdf (PDF).

National Forum on Education Statistics. (2000). Building an automated student records system, NCES 2000-324. Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved August 15, 2005, from
http://nces.ed.gov/pubs2000/building.

Additional information on E-Rate can be found at: http://www.sl.universalservice.org/reference/eligible.asp

Steps for Ensuring Data Quality, by ESP solutions group, provides additional detail on issues of data quality.
http://www.nationaledtechplan.org/docs_and_pdf/Data%20Quality%
20Audits%20from%20ESP%20Solutions%20Group.pdf (PDF)

The Data Quality and Standards Project run by the Council of Chief State School Officers provides resources and technical assistance for State agencies aiming to improve their data collection processes. http://www.ccsso.org/projects/Data_Quality_and_Standards_Project/

State and Local Data Systems

» Virginia
The Virginia Department of Education drafted the Procedures for Data Collection and Reporting, which while not specific to the juvenile justice environment, may provide helpful information for formalizing the data collection process in your facility, district or county.
http://www.pen.k12.va.us/VDOE/Publications/ProceduresPDF.pdf (PDF)

» Arizona
The Juvenile On-line Tracking System (JOLTS) is used in Arizona to track all juveniles involved with the court system, including the treatment services they have received. Additional information on JOLTS can be found here: http://www.supreme.state.az.us/jjsd/jolts/Default.htm.

Also, view Dottie Woodraska’s presentation on the transition system in place in Arizona, including more information on JOLTS:
http://www.neglected-delinquent.org/nd/events/2004oct/Presentations/DCDWodraska.ppt (PowerPoint)

» Dallas County , Texas
The Juvenile Information System in Dallas County allows city police and county sheriff departments, municipal courts, school districts, as well as various county agencies including the District Attorney, District Court, Juvenile Department, and the Juvenile Intake Division to share information on juvenile offenders. http://www.jisinformation.dallascounty.org/jismain.html

» Performance-based Standards
Performance-based Standards (PbS) for Youth Correction and Detention Facilities is a self-improvement and accountability system used in 26 States and the District of Columbia to better the quality of life for youth in custody.

The Council of Juvenile Correctional Administrators (CJCA) Web site ( www.cjca.net) includes forms designed for PbS, including a youth exit interview form. http://www.pbstandards.org/ResourceSection.aspx?id=2

» Los Angeles County Office of Education, Juvenile Community Schools
View Frank Plaistowe’s recent Webinar presentation on Studata C
http://www.neglected-delinquent.org/nd/events/webinars.asp#data_systems

» Oregon
Oregon Youth Authority Juvenile Justice Information System: http://www.oregon.gov/OYA/jjis.shtml

Cost-benefit Analysis

The Juvenile Justice Evaluation Center publishes a series of briefings designed to help managers evaluate their juvenile justice programs. The fourth briefing is Cost-Benefit Analysis for Juvenile Justice Programs, which lays out the five steps involved in cost-benefit analysis. http://www.jrsa.org/jjec/about/publications/cost-benefit.pdf (PDF)

RTI and the Urban Institute recently conducted a cost-benefit analysis of the Going Home Grant (also known as the Serious and Violent Offenders Reentry Initiative SVORI). For this evaluation, the cost-benefit analysis focuses on the differential costs and benefits to study prisoners who do and do not receive SVORI services and is adapted for each State’s program. For further information about the design of cost-benefit approach used in the evaluation of the Going Home Grant, see: http://www.svori-evaluation.org/index.cfm?fuseaction=dsp_cost_benefit_analysis

North Dakota’s Juvenile Drug Court requires participants to (1) attend school or pursue a GED and discuss employment progress; (2) maintain weekly contact with their probation officer; (3) participate in community service; and (4) meet with treatment providers to establish and follow a treatment plan. Using a cost-saving formula commonly used in criminology, the study found that the reduced recidivism rate (32 percent) potentially produces a savings of $312,000 over 5 years. This report (A Cost-Benefit Estimate of North Dakota’s Juvenile Drug Court) provides details about the different components used in the cost-benefit calculation relevant to many juvenile correctional programs. The report can be downloaded here: http://spa.american.edu/justice/publications/outofhomeplacement.pdf (PDF)

Other

Ten eRate mistakes to avoid at all costs
During an eRate training session in Washington, D.C., on Sept. 30, USAC's Catriona Ayer listed the 10 primary reasons eRate applications are denied.
http://www.eschoolnews.com/news/showStory.cfm?ArticleID=5902

Published August 2005

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