Students connected to foster care: An overview of high school experiences. (June 2020)

• Record Type: Journal Article
• Authors: Sandh, Simon; Donaldson, Vernisa M.; Katz, Colleen C.
• Is Part Of: Children and youth services review. Volume 113(2020)
• Publication Date: 2020-06
• Subjects: Foster care -- Emancipation -- Education; Social work with children -- Periodicals; Social work with youth -- Periodicals; Adolescent -- Periodicals; Child Welfare -- Periodicals; Social Work -- Periodicals; Service social aux enfants -- Périodiques; Service social à la jeunesse -- Périodiques; Electronic journals; 362.705
• DOI: 10.1016/j.childyouth.2020.104905
• Languages: English
• ISSNs: 0190-7409

Abstract

Highlights: Nearly half of sample students moved home placements 2 or more times. Just over one-third of the sample had changed schools 2 or more times. Students had significantly longer high school tenures than the expected four years. Sample students had lower average graduation rates than the study city average. Students had low participation rates in college preparatory activities. Abstract: Youth in foster care aspire to attend college but enrollment and graduation rates remain low. High school experiences such as academic difficulties, low participation in college readiness courses, and residential or academic instability may impact youth's postsecondary enrollment and success. This study examines the path from high school to college among a sample of 500 youth in care enrolled at a large, urban Northeastern public university system, focusing on residential and academic stability and academic outcomes. Univariable analyses were conducted to describe student data on number of Zip Code changes, high school transfers, SAT scores, AP exams, dual enrollment program participation, and on-time high school graduation. A one-sample Wilcoxon Signed-Ranks Test was used to determine if students in this sample spent significantly more time in high school than the anticipated four-year high school tenure. State and city averages were used as descriptive comparisons where applicable. Youth in the sample were slightly less mobile than they were in previous studies, with at least one ZIP Code change and one high school change. Compared to the city average, youth in the sample faced academic challenges in important college admissions predictors such as SAT scores, AP course and exam participation and performance, and four-year graduation rates credentials/diploma types. These findings reflect the instability experienced by youth in foster care as well as their subsequent under-preparedness for college-level work, and highlight the need for measures to understand the relationship between psychosocial factors, such as motivation, self-efficacy, supportive relationships, and postsecondary access and success.