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- With each move, students lose an estimated four to six months of academic progress. The reasons for these low success rates are manifold — trauma from the abuse and neglect that foster children routinely suffer, the absence of dependable adults in their lives and a lack of financial support.
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May 25, 2017 · With each move, students lose an estimated four to six months of academic progress. The reasons for these low success rates are manifold — trauma from the abuse and neglect that foster children routinely suffer, the absence of dependable adults in their lives and a lack of financial support.
- Caroline Preston
- Introduction
- Background
- Methods
- Results
- Discussion
- Limitations
- Future Directions
- Additional Information
Young people in foster care can be at high risk of academic failure, special education placement, and increased dropout rates, among other poor health outcomes. Identifying and understanding the potential relationships between adolescents in foster care and a range of health outcomes, including academic achievement, can be an important step in crea...
According to the Adoption and Foster Care Analysis and Reporting System, in 2018 there were 437,283 children in the foster care system(Adoption & Foster Care Statistics, 2019). The reason for a child to be placed into the foster care system is due to maltreatment, such as neglect, sexual, or physical abuse, all of which are traumatizing events for ...
Participants:
Data came from a survey of middle and high school students (grades 5-12) in 15 public schools in 3 counties from a mid-Atlantic state (N = 13,851, middle school response rate 84.2%, high school response rate 74.0%). Fifty-one percent of participants self-identified as a boy (49% as a girl) and 63% identified as white. The 3 counties were purposefully selected; with one county representing rural, one county representing urban, and one county representing suburban communities.
Procedures:
Data was collected during the school day with present students using a paper-and-pencil and/or on-line format, based on school preference. Teachers assisted a county study coordinator to administer the survey. The IRB at a major research university approved the study.
Measures:
Academic achievementwas measured by averaging self-reported grades in English and Math on a 4 point GPA scale. Foster Care Participationwas measured by the question “Who do you live with at home?” Participants could check several options including Mother, Father, Grandpa, Aunt, etc. These response options included Foster Mother and Foster Father. If either Foster parent option was selected, participants were grouped as Foster Care Participants. All other participants were placed in the Non Fo...
An independent-samples t-test was conducted to compare adolescents living in foster care, adolescent not living in foster care, and GPA. There was not a significant difference in the scores for Adolescent living in foster care (M=4.13, SD=.97) and adolescents not living in foster care(M=4.19, SD=0.92) conditions; t(10719)=-.74, p < .05. These resul...
In the present study, I was interested in finding if there was a significant relationship between adolescents living in foster care and academic achievement. Because adolescents in foster care already face negative life events early on, it is important to understand and evaluate the factors that could put adolescents at risk of academic failure. Af...
This study did not find any significant difference in the relationship between adolescents living in foster care and GPA, but this could be due to the limitations of this study. The first limitation of this study was the simplicity of the variables. There are many other factors that children in foster care face that could be the cause of academic f...
Although the present study is valuable because it assesses the potential connection between foster care participation and academic outcomes, there are many important considerations to include in future studies. For instance, some research has indicated that race effects, neighborhood effects, school effects and other such factors can have a strong ...
For questions or comments about this research, contact Alex Firkins at alexfirkins@u.boisestate.edu.
Why Education Matters to Children in Foster Care. When supported by strong practices and policies, positive school experiences can counteract the negative effects of abuse, neglect, separation, and lack of permanency experienced by the nearly 400,000 U.S. children and youth in foster care. Education not only supports economic success in adult ...
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Youth in foster care are more likely to perform lower on state assessments and on average miss twice the amount of school within one academic calendar year compared to their biologically reared counterparts (Blankenship, 2018; Krier et al., 2018).
- Cheryl L. Somers, Rachel L. Goutman, Angelique Day, Oliva Enright, Shantel Crosby, Heather Taussig, ...
- 2020
Jul 5, 2017 · Many children and youth in foster care experience multiple living situations and school changes, which often leads to loss of academic progress, credits, connections to peers and supportive adults, and opportunities to develop study and life skills.
Sep 21, 2016 · Each time children change schools, they lose four to six months of academic progress, according to Janis Avery, chief executive officer of Seattle-based Treehouse, which provides academic support for foster youth. “Kids with a lot of moves have a lot of academic loss,” Avery says.
Sep 1, 2008 · Several studies reported that compared to non-foster youth, foster children have higher rates of absenteeism and disciplinary referrals, significant below-grade-level academic performance, higher rates of grade retention, and disproportionate rates of special education placement (Goerge et al., 1992, Leiter and Johnson, 1997, Parrish et al., 2001).
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