United States Fast Facts Statistics, Subpart 1
NDTAC's Fast Facts Web pages present national and State longitudinal data on funding, program types, and student demographics for children and youth who are neglected, delinquent or at-risk and enrolled in Title I, Part D, Subpart 1 and Subpart 2 programs. National data on key academic outcomes and initial and follow-up assessment results are also provided.
I. Funding, Programs, and Students
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 educational agencies, which then award subgrants to state agencies.
| Program Information | 2020-21 | 2021-22 | 2022-23 |
|---|---|---|---|
| Subpart 1 Funding | |||
| United States | $47,033,025 | $47,033,025 | $48,008,025 |
| Number of Programs | |||
| United States | 681 | 699 | 638 |
| Number of Students Served | |||
| United States | 36,551 | 41,957 | 43,900 |
II. Program Types
States may use Subpart 1 funds to assist educational programs for youth in institutions for neglected or delinquent children and youth; attending community day programs for neglected and delinquent youth; or in adult correctional institutions.
Programs for youth who are neglected serve youth placed in public or private residential facilities due to abandonment, neglect, or the death of their parents or guardians. Programs for youth who are delinquent serve youth in public or private institutions (e.g., detention or corrections facilities) who have been adjudicated delinquent or who are otherwise in need of supervision.
Note: Other Programs include any programs which receive Title I, Part D funds and serve children and youth in neglected or delinquent institutions. Other programs include students served by a regular program of instruction provided by a state agency at a community day school operated specifically for neglected or delinquent children and youth.
| Program Types | United States | |||||
|---|---|---|---|---|---|---|
| 2020-21 | 2021-22 | 2022-23 | ||||
| Neglected Programs | 3,449 | 9% | 5,296 | 13% | 5,072 | 12% |
| Juvenile Detention | 9,412 | 26% | 12,218 | 29% | 0 | 0% |
| Juvenile Corrections | 13,195 | 36% | 13,429 | 32% | 0 | 0% |
| Adult Corrections | 10,237 | 28% | 9,909 | 24% | 0 | 0% |
| Other Programs | 258 | 1% | 1,105 | 3% | 0 | 0% |
| Delinquent Programs | 0 | 0% | 0 | 0% | 38,828 | 88% |
Beginning in School Year (SY) 2022–23, the categorization of program types changed due to updates in the EDFacts data collection. As a result, some program types may not align directly with those reported in prior years. When comparing data across years, users should exercise caution, as differences may reflect changes in reporting guidance rather than shifts in program operations or participation.
III. Students Served
All State educational agencies must provide data to the U.S. Department of Education (ED) on the students served in Title I, Part D programs, including information on gender, race/ethnicity, age, disability, and English Learner (EL) status.
Demographics
Subpart 1: In school year (SY) 2022-23, most (69 percent) of students benefiting from Title I, Part D funds in State agency programs were between the ages of 14 and 18 (69 percent), followed by 19-21-year-olds (24 percent), followed by students under the age of 14 (7 percent). Students were predominantly male (82 percent). The racial/ethnic makeup of students in Title I, Part D, Subpart 1 in SY 2022-23 across the nation is presented below.
| Race/Ethnicity | United States | |||||
|---|---|---|---|---|---|---|
| 2020-21 | 2021-22 | 2022-23 | ||||
| American Indian or Alaska Native | 638 | 0% | 739 | 0% | 821 | 0% |
| Asian | 201 | 1% | 253 | 1% | 231 | 1% |
| Black or African American | 17,070 | 47% | 18,823 | 45% | 20,656 | 47% |
| Hispanic or Latino | 6,058 | 17% | 6,170 | 15% | 6,776 | 15% |
| Native Hawaiian or other Pacific Islander | 229 | 1% | 244 | 1% | 253 | 1% |
| White | 11,217 | 31% | 14,043 | 33% | 13,448 | 31% |
| Two or More Races | 1,138 | 3% | 1,670 | 4% | 1,677 | 4% |
| Total | 36,551 | 100% | 41,942 | 100% | 43,862 | 100% |
Student Subgroups
As of SY 2012–13, states began reporting data on the number of students with disabilities and the number of EL students. The identification of these students should align with the state classification for Individuals with Disabilities Education Act (IDEA) for students with disabilities and with Title III, Part A of the Elementary and Secondary Education Act for EL students.
| Student Subgroups | United States | |||||
|---|---|---|---|---|---|---|
| 2020-21 | 2021-22 | 2022-23 | ||||
| Children with Disabilities | 12,436 | 34% | 13,870 | 33% | 14,586 | 33% |
| EL Students | 930 | 3% | 1,076 | 3% | 1,319 | 3% |
IV. Academic Outcomes
All State education agencies must report on a series of academic and vocational outcomes attained by students enrolled in programs that receive Title I, Part D funds. The figures below feature four of the key performance measures: earning high school course credits, obtaining a high school diploma, enrolling in a GED program and earning a GED. These figures reflect the percentage of age-eligible students who attain these outcomes while enrolled in, or shortly after leaving, an educational program funded by Title I, Part D, Subpart 1.
*Prior to SY22-23, the Earned High School Course Credits indicator does not include students in adult corrections facilities.
| Academic Outcomes | United States | |||||
|---|---|---|---|---|---|---|
| 2020-21 | 2021-22 | 2022-23 | ||||
| Earned High School Course Credits (ages 13-21)* | 15,669 | 64% | 15,564 | 50% | 17,643 | 44% |
| Obtained High School Diploma (ages 16-21) | 1,874 | 4% | 1,764 | 6% | 1,748 | 6% |
| Enrolled in a GED Program (ages 14-21) | 7,504 | 7% | 7,899 | 20% | 7,430 | 19% |
| Earned a GED (ages 16-21) | 1,911 | 1% | 2,753 | 9% | 2,163 | 7% |
*Some states either do not report post-exit academic outcomes or report zeros for all outcomes. This may be due to legal limits on collecting data after a student leaves a facility or challenges tracking students across academic settings. As a result, these data may underestimate actual outcomes and should be interpreted with caution.
*Prior to SY22-23, the Earned High School Course Credits indicator does not include students in adult corrections facilities.
| Academic Outcomes | United States | |||||
|---|---|---|---|---|---|---|
| 2020-21 | 2021-22 | 2022-23 | ||||
| Earned High School Course Credits (ages 13-21)* | 2,227 | 9% | 1,944 | 6% | 2,040 | 5% |
| Obtained High School Diploma (ages 16-21) | 235 | 0% | 260 | 1% | 177 | 1% |
| Enrolled in a GED Program (ages 14-21) | 613 | 1% | 567 | 1% | 530 | 1% |
| Earned a GED (ages 16-21) | 613 | 0% | 567 | 2% | 136 | 0% |
V. Academic Performance: Reading and Mathematics
ED requires that States report the initial and follow-up performance in reading and mathematics assessments of long-term students who were enrolled in a program for 90 consecutive calendar days or longer. All State education agencies provide data on the progress (i.e., grade-level change) that long-term students demonstrate on initial and follow-up assessments in reading and mathematics.
Reading
| Reading Initial and Follow-up Assessment Data | United States | |||||
|---|---|---|---|---|---|---|
| 2020-21 | 2021-22 | 2022-23 | ||||
| Long-Term Students | 22,135 | 24,156 | 18,824 | |||
| Long-Term Students with Complete Initial and Follow-up Assessment Data | 11,207 | 11,383 | 12,534 | |||
| Long-Term Students who Showed Negative Change from Initial to Follow-up Assessment | 2,003 | 18% | 2,002 | 18% | 1,972 | 16% |
| Long-Term Students who Showed No Change from Initial to Follow-up Assessment | 2,294 | 20% | 3,014 | 26% | 3,176 | 25% |
| Long-Term Students who Showed Improvement from Initial to Follow-up Assessment | 6,910 | 62% | 6,367 | 56% | 7,386 | 59% |
Mathematics
| Mathematics Initial and Follow-up Assessment Data | United States | |||||
|---|---|---|---|---|---|---|
| 2020-21 | 2021-22 | 2022-23 | ||||
| Long-Term Students | 22,135 | 24,156 | 18,824 | |||
| Long-Term Students with Complete Initial and Follow-up Assessment Data | 11,035 | 11,076 | 11,419 | |||
| Long-Term Students who Showed Negative Change from Initial to Follow-up Assessment | 1,948 | 18% | 2,088 | 19% | 1,764 | 15% |
| Long-Term Students who Showed No Change from Initial to Follow-up Assessment | 2,357 | 21% | 2,692 | 24% | 3,330 | 29% |
| Long-Term Students who Showed Improvement from Initial to Follow-up Assessment | 6,730 | 61% | 6,296 | 57% | 6,325 | 55% |
Definitions and Presentation of Data
Adult corrections: An adult corrections institution is a facility in which persons, including youth under 21 years of age, are confined as a result of conviction for a criminal offense.
Age-eligible: This term refers to the age range of students who could reasonably be expected to achieve a given outcome. For example, the age-eligible range for earning a high school diploma or GED is 16 to 21 years old. ED uses ranges for each outcome intended to capture the majority of students served across the country, but eligibility ranges may vary from state to state.
Juvenile detention: A juvenile detention facility is a shorter term institution that provides care to children who require secure custody pending court adjudication, court disposition, or execution of a court order, or that provides care to children after commitment.
Juvenile corrections: A juvenile corrections institution is a public or private residential facility, other than a foster home, for children and youth who are delinquent. This type of facility offers care for children and youth who have been adjudicated delinquent or are in need of supervision.
Long-term: Students who are enrolled in a program for 90 consecutive calendar days or longer.
Neglected programs: Neglected programs offer care to children and youth who are considered neglected. These programs are conducted in public or private residential facilities that are operated primarily for the care of children who have been committed to the institution or voluntarily placed there under applicable state law due to abandonment, neglect, or death of their parents or guardians.
Delinquent programs: Delinquent programs serve children and youth who have been adjudicated delinquent or are in need of supervision. These programs are conducted in public or private residential facilities operated primarily for the care of youth who have been placed there by a court or other authorized agency.
Other programs: Any programs, not defined above, which receive Title I, Part D funds and serve children and youth in neglected or delinquent institutions. Other programs include students served by a regular program of instruction provided by a state agency at a community day school operated specifically for neglected or delinquent children and youth.
School year: A school year is defined as July 1 through June 30. For example, school year 2018-19 includes July 1, 2018 through June 30, 2019.
Data Sources
U.S. Department of Education, Budget Office
- Title I, Part D, Subpart 1 and 2 Allocations. See State Funding History Tables at https://oese.ed.gov/offices/office-of-formula-grants/school-support-and-accountability/prevention-intervention-programshildren-youths-neglected-delinquent-risk/awards/
U.S. Department of Education, Data Office
Additional data summaries related to the Title I, Part D program can be found on the following Web pages:
- ED's Consolidated State Performance Report (CSPR) Web page
- ED's ED Data Express Web Site
- NDTAC's National and State Reports & Summaries tab
Data Presentation
For more information on Title I, Part D data context and methodology, please see the NDTAC Title I, Part D data information Web page.
