1. Running head: EDUCATION IN FOSTER CARE: OUTCOMES ANALYSIS 1
Education in Foster Care: Outcomes Analysis
Dam D. Le
Frederick Community College

2. Education in Foster Care: Outcomes Analysis 2
Education in Foster Care: Outcomes Analysis
Foster youth who age out of the system have many obstacles that can be detrimental to this
population. These obstacles place foster alumni at a disadvantaged than the general population.
There is little research on how education plays a role on the outcomes of foster alumni while
after care. The purpose of this study is to answer if education has outcomes on foster alumni. The
literature review examines challenges of foster care, barriers in foster youth, school factors,
affective programs to counter physical abuse, and college attainment outcomes.
Methodology
Using the library’s research databases website, a query was made with the keywords of
“education”, “foster care”, and “child welfare”. EBSCO was selected based on the subject of
“sociology and social work”. Several results came back and the relevant articles were used to
research the topic.
Overview
There are 800,000 foster youth in our child welfare system that face daunting life challenges
(Zetlin, MacLeod, & Kimm, 2012). Life outcomes for this population require attention for
improvements to be made (Cox, 2012). National outcomes reveal that half of the youth in foster
care drop out of school (Zetlin, et al., 2012), 25 percent are homeless 18 months after
emancipation, and one-third become public welfare recipients (Zetlin et al., 2012).
Challenges
These challenges relates with key factors such as socioeconomic status, race, and environment to
become what have been called “savage inequalities” (Storer et al., 2012), preventing the
consistent pursuit of higher education. For example, a 2005 study found that only 10 percent of
emancipated youths enrolled in college, and only 4 percent actually earn a bachelor’s degree

3. Education in Foster Care: Outcomes Analysis 3
(Kirk et al., 2012). The outcome is grimmer for boys in foster care (Cox, 2012). According to a
recent study, girls in foster care are twice as likely as boys to enroll in higher education (Kirk et
al., 2012).
Overview
It is not uncommon for former foster youth to age out with the necessary skills or knowledge
required in society (things of that nature is generally taught to those that live at home and are
shown what to do where to look for resources). Foster alumni find it difficult to navigate the
information that is often needed at the age of majority, which is generally at age 18. Most of
them have difficulty knowing there rights as a foster youth aging out and what services may be
available upon leaving care; his makes it harder for alumni to access services after aging out.
Barriers
There are many barriers that hinder foster youth’s success in college (Unrau, 2011).
Many foster youth face practical or system barriers that make it difficult to access or stay in
school after going out of foster care (Unrau, 2011). For example, a study estimated less than one-
third of youth exiting foster care have basic resources such as driver’s license, cash, or basic
household necessities (Pecora et al., 2006). “Most foster youth do not have someone to co-sign a
loan or lease, making it difficult to secure safe housing” (Unrau, 2011). Medicaid and funds for
start-up goods are available to foster youth, but youth do not learn planning and communication
skills needed to successfully navigate the large bureaucratic system before aging out of foster
care (Merdinger, Hines, Osterling, & Wyatt, 2005). Courtney, Dworsky, Lee, and Raap (2010)
“found that the main barriers for higher education access among foster youth were a lack of
financial resources, the need to be in full-time employment, parenting responsibilities, and a lack
of transportation”.

4. Education in Foster Care: Outcomes Analysis 4
Overview
Education plays an integral part in foster youth and alumnus’ life. However, while in care that
becomes a problem. Information needed to help the transition becomes a problem as schools and
child welfare agencies have difficulty maintaining open communication. Information is not
shared with the school and problems arise in getting required information often leads the foster
youth or alumni to not get adequate services. In effect, that foster youth or alumni receives a
poor quality of education.
Educational Interventions
To increase better outcomes for education with foster youth, research has shown “effective
programs for working with children of all ages and caregivers in the child welfare system” (Cox,
2012). According to Leone and Weinberg (2010), interventions should begin at ages zero to five
as studies indicate that physically abused children preschool children are at risk for delays in
independent functioning, social interactions, and discovery (Sheppard, 2012). Interventions for
the zero to five population found to have positive results that led to increased overall
development and therapeutic preschool programs for survivors of child abuse that led to
increased behavioral control and regular attendance four years later in non-special education
classrooms (Leone & Weinberg, 2010).
Overview
The disparity for those foster youth alumni population attending college is bleak. The lack of
services at the community or four year institutions is inadequate for this population. Foster youth
have a harder time adapting to the college environment and needs extra support. With so much
trauma and complications arising from coming out of care, one needs a supportive integration
into a post secondary academic environment.

5. Education in Foster Care: Outcomes Analysis 5
College Degree
Attaining a college education “often seems out of reach for many youths who have been in foster
care” (Salazar, 2013). Only 3 percent to 11 percent of foster care alumni earn a bachelor’s
degree, compared with approximately 24 percent of adults in the general population (Casey
Family Programs, 2011; Pecora et al., 2006; Reilly, 2003). A college degree helps in maintaining
a financial stability that assists foster youth alumni. Many opportunities arise when a college
degree is earned. However, the foster youth alumni face many disparities compared to the
general population. For example, statistics from a study show “substantial differences between
foster care alumni and similarly aged general population individual outcomes” (Casey National
Alumni Study 2006; Courtney, Dworsky, Lee, & Raap, 2010). “Employment rates for similarly
aged groups have also been found to be consistently lower for foster care alumni, especially
during early adulthood: the Midwest Study found 48 percent of alumni ages 23 to 24 to be
employed, compared with 76 percent of general population young adults (Salazar, 2013).
Conclusion
Foster care alumni come from a variety of settings and from different circumstances. This
population deserves a chance just as any other at risk population. There should be a focus more
on policy and advocacy in changing the weaknesses for outcomes of education in the foster care
system. This literature reviews purpose is to highlight a population that needs to be addressed
with the challenges and barriers of the system, usage of government benefits, school challenges,
programs to assist physical abuse cases, and results of a bachelors’ degree.

6. Education in Foster Care: Outcomes Analysis 6
References
Casey Family Programs (2006). It’s my life: Postsecondary education and training and financial
aid excerpt. Seattle, WA: Retrieved from
http://www.casey.org/Resources/Publications/ItsMyLife/Education.htm
Courtney, M., Dworsky, A., Lee, J., & Raap, M. (2010). Midwest evaluation of the adult
functioning of former foster youth: Outcomes at ages 23 and 24. Chicago, IL: Chapin
Hall at the University of Chicago.
Cox, T. L. (2013). Improving Educational Outcomes for Children and Youths in Foster Care.
Children & Schools, 35 (1), 59-62. Doi:10.1093/cs/cds040
Kirk, C. M., Lewis, R. K., Brown, K., Nilsen, C., & Colvin, D. Q. (2012). The gender gap in
educational expectations among youth in the foster care system. Children and Youth
Services Review, 34, 1176-1182.
Leone, P., & Weinberg, L. (2010). Addressing the unmet educational needs of children and
youth in the juvenile justice and child welfare systems. Washington D.C.: George
Washington University Center for Juvenile Justice Reform.
Merdinger, J. M., Hines, A. M., Osterling, K. I., Wyatt, P. (2005). Pathways to college for
former foster youth: Understanding factors that contribute to educational success. Child
Welfare, 84(6), 867-986.
Pecora, P. J., Kessler, R. C., O’Brien, K., White, C. R., Williams, J., Hiripi, E., et al., (2006).
Educational and employment outcomes of adults formerly placed in foster care. Results
from the Northwest Foster Care alumni Study. Children and Youth Services Review, 28,
1459-1481.

7. Education in Foster Care: Outcomes Analysis 7
Reilly, T. (2003). Transitions from care: Status and outcomes of youth who age out of foster
care. Child Welfare, 82, 727-746.
Salazar, A. M. (2013). The Value of a College Degree for Foster Care Alumni: Comparisons
with General Population Samples, Social Work, 58(2), 139-150. Doi: 10.1093/sw/sw014
Sheppard, W. N. (2012). An ecological approach to understanding physical child abuse and the
impact on academics: Differences between behaviors in physically abused and nonabused
children regarding parental disciplinary practices, family interaction, and family events
and their effects on social interaction and school success. Unpublished doctoral
dissertation, Ohio State University, Ohio State University, Columbus.
Storer, H. L., Mienko, J. A., Chang, Y., Kang, J.Y., Miyawaki, C., & Schultz, K. (2012). Moving
beyond dichotomies: How the intersection of reace, class, and place impacts high school
graduation rates for African American students. Journal of Sociology and Social Welfare,
39, 17-44.
Unrau, Y. A., (2011). From foster care to college: The seita scholars program at Western
Michigan University. Reclaiming Children and Youth, 20 (2), 17-20.
Zetlin, A., MacLeod, E., & Kimm, C. (2012). Beginning teacher challenges instructing students
who are in foster care. Remedial and Special Education, 33, 4-13.