Transitions to Adulthood for Foster Care and Justice System-Involved Youth.
Research and Policy Brief
Coulton, Claudia. Crampton, David.
Schubert Center for Child Studies.
Schubert Center for Child Studies
Crawford Hall Suite 615 10900 Euclid Ave.
Cleveland, OH 44106
Tel: (216) 368-0540
This brief explains the challenges faced by foster care youth and youth involved in the juvenile justice system in transitioning to adulthood, and the increased challenges of dually involved youth. Research findings are discussed from a study of 10,086 youth in the Cleveland Metropolitan School District that found: system involved youth were more likely to be chronically absent, missing more than 10% of the days where they were enrolled; 79.5% of juvenile justice involved youth were chronically absent, compared to 52.9% of youth with no system involvement; 14.4% of dual-involved youth and 9.1% of foster care involved youth used homelessness services; youth who were involved in foster care during high school had 4.4 times higher expected days of using homeless services; juvenile justice involved youth had 1.9 more expected days of homeless services; females and African American youth were at a higher risk of homelessness than non-Hispanic white youth and youth with disabilities; dually involved (33.3%) and juvenile justice involved (36.3%) youth had the highest rates of admissions to the Cuyahoga County jail between ages 18 and 21; and youth who had been in the foster care system (15.4%) had a significantly higher rate of jail admissions than youth who were not system involved (5.8%). Policy and practice implications for providing comprehensive employment, education, and social support to youth aging out of the foster care system are discussed, and innovative programs in northeast Ohio that are working to address the needs of children in both systems and improve their future outcomes are highlighted. 1 table and 27 references.
Ohio; aging out; foster adolescents; juvenile delinquency; crossover youth; independent living skills; schools; academic achievement