Foster Youth Transitions: A Study of California Foster Youth High School and College Educational Outcomes.
University of California, Berkeley. Center for Social Services Research. Institute for Evidence-Based Change.
To better understand the educational experiences of foster youth, the Center for Social Services Research at UC Berkeley and the Institute for Evidence-Based Change conducted a study of high school and college outcomes among California foster youth. Two primary data sources were used for the study: administrative child welfare records from the California Child Welfare Services Cases Management System and education records from the California Partnership for Student Success. Findings focus on cohorts of foster youth in grades 9 to 11 during school years 2003¨C04 to 2006¨C07, who have Standardized Testing and Reporting (STAR) data. Results from the study indicate: high school completion is a challenge for foster youth; high school academic measures predict high school completion and positive college outcomes; where foster youth attend high school matters with higher quality schools better preparing foster youth for high school and postsecondary success than lower quality schools; foster youth in care during high school who age out have stronger outcomes than those who reunify with family; foster youth who are referred to child services after leaving placement struggle to complete high school, enroll, and persist in college; although they enter college at the same rate as similar students, staying in college remains a challenge for foster youth; and foster youth who take credit classes while in high school or enroll in postsecondary schools right after high school are more likely to stay in college compared to other foster youth. Policy and practice recommendations are made for improving education outcomes of foster youth. 4 figures and 37 references.
foster adolescents; public schools; postsecondary education; academic achievement; education; outcomes; policies; studies; california