FOSTER EDUCATION BARRIERS

Foster Education Barriers

Foster Education Barriers

Introduction

There are over 100,000 children in foster care in California who are at great risk for school failure. Research indicates that foster youth are more likely than other children to have academic and behavioral trouble in school. They have higher rates of absenteeism and disciplinary referrals, 75% perform below grade level and more than 50% have been retained at least one year in school. Murray (2003) reported that children in foster care demonstrate a variety of academic difficulties including weaker cognitive abilities and lower academic achievement and classroom performance compared to non-maltreated children. They perform significantly lower on standardized achievement tests in reading and mathematics and earn lower grades in these subjects than non-foster youth (www.state.sc.us). They exhibit behavioral problems in school settings ranging from aggressive, demanding, immature and attention-seeking behaviors to withdrawn, anxious and overly-compliant behaviors. These difficulties lead many children in foster care to experience grade retention, placement below age appropriate grade levels and/or placement in special education. In fact, whereas 10% to 12% of the general population receives special education services, 25% to 40% of children in foster care are placed in special education, generally related to either a learning disability or a serious emotional disturbance. Murray (2003) cautions that without intervention, most of these young people will not complete high school and are at great risk for entering the adult public assistance and criminal justice systems.

Problem Analysis

Educational barriers at Foster youth and recommendation

To determine what strategy should be used to start addressing the educational barriers facing foster children in California, a planning process was initiated with the support of the Stuart Foundation. Data collection for this planning process was from three sources: (1) surveys sent to County Offices of Education and Child Welfare agencies; (2) focus groups conducted with foster youth, educational and child welfare researchers, policymakers, and practitioners in northern, central and southern California; and (3) targeted interviews with individuals involved in a variety of capacities with the foster care system (nccp.org).

Overall there need to be state and county policies that clearly direct child welfare and provider agencies to focus on early identification of educational needs of foster youth. In Alameda and San Diego counties, assessment centers have been established to provide comprehensive developmental assessments for foster youth entering the system. When evaluations are completed, the youth are linked to appropriate school programs and long term services to address their needs. For young children entering the system, enrollment in early intervention/preschool programs needs to be mandated and prioritized.

Also emphasized by focus group members was the need for educational supports other than special education. Tutoring, after-school and Saturday programs, when available, can work to build basic skills that may be lacking due to missed schooling or frequent school transfers. Such programs should conduct assessments to determine achievement gaps and spend time developing skills as well as assisting with ongoing schoolwork.

One of the most promising programs operating in California is Foster Youth Services, which works with group home ...