Neglected and Delinquent
|Program Title||Program Description|
School Support and Accountability
Neglected and Delinquent State Agency and Local Educational Agency Program
The Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk, as authorized by Title I, Part D of the Elementary and Secondary Education Act of 1965 (ESEA), consists of two subparts. The Subpart 1 State agency program was first authorized with Public Law 89-750, the Elementary and Secondary Amendments of 1966. The Subpart 2 local education agency program was created in its present form with the Improving America’s Schools Act of 1994. The Title I, Part D program statute was most recently amended in 2015 by the Every Student Succeeds Act.
- Improve educational services for children and youth in local, tribal, and State institutions for neglected, or delinquent children and youth, so that they have the opportunity to meet challenging State academic standards.
- Provide these children and youth with services to successfully transition to further schooling or employment.
- Prevent youth who are at risk from dropping out of school and provide youth who drop out and children and youth returning from correctional facilities with a support system to ensure their continued education and the involvement of their families and communities.
Types of Projects
The programs funded support supplemental instruction in core subject areas, such as reading and mathematics, as well as tutoring, counseling, and transition services.
With Title I, Part D funds come certain requirements and responsibilities on behalf of the State agencies and districts that receive the funds. State agencies and districts that conduct a program under Title I for children and youth who are neglected or delinquent are required to
- Meet the educational needs of neglected, delinquent, and at-risk children and youth, and assist in the transition of these students from correctional facilities to locally operated programs,
- Ensure that these students have the same opportunities to achieve as if they were in local schools in the State, and
- Evaluate the program and disaggregate data on participation by gender, race, ethnicity, and age, not less than once every 3 years