DiscussionPolicy framework supporting youth aging-out of foster care through college: Review and recommendations
Section snippets
Aging-out and college bound: the policy context
In the early 1980s, concern about the outcomes of youth who “aged out” of the foster care system was mounting among researchers, child welfare advocates, and lawmakers. With foster care services coming to an abrupt discontinuation at age 18 in most states, many youth later resurfaced on welfare roles, inside the walls of the criminal justice institutions, in mental health and drug rehabilitation facilities, and in homeless shelters (Stone, 1987). Over the past 25 years several major pieces of
Areas of risk among aging-out youth in college
Researchers have identified potential factors that account for the low entrance, persistence, and completion of college among youth aging-out of care. Prior to college, foster care children are more likely to be concentrated in low-performing schools and enter state care academically behind, are more likely to repeat a grade and miss school because of suspension or expulsion, and are less likely to enroll in college-preparatory classes while in high school (Courtney et al., 2004, McMillen et
Policy discussion: two areas of needed improvement
Given the multiple, overlapping challenges that can hinder postsecondary completion, federal policy is integral in shaping the amount and type of support that youth aging-out of foster care receive while they are in college. FCIA (including the ETV program), Fostering Connections, and provisions in the reauthorization of the Higher Education Opportunity Act are important steps in the right direction. However, federal support ends too soon and variability in state policies and college-specific
Three recommendations to improve current policy
Three policy recommendations are discussed to ensure that reasonable, adequate support is provided to all emancipating youth pursing a college degree.
Discussion
The intent of this discussion paper was to review federal policy that supports transitioning foster youth who are pursuing postsecondary education. For most youth in their early 20s, family resources continue to be instrumental in their transition to self-sufficiency, especially during times of hardship (Fingerman et al., 2009, Schoeni and Ross, 2005, Swartz et al., 2011). However, youth emancipating from foster care may not have family they can turn to for material assistance and emotional
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From foster youth to foster scholar: Suggestions for emancipatory research practices
2021, Children and Youth Services ReviewLong-term benefits of providing transitional services to youth aging-out of the child welfare system: Evidence from a cohort of young people who use drugs in Vancouver, Canada
2020, International Journal of Drug PolicyCitation Excerpt :Furthermore, AYAs are not universally accessible to all youth in care and exclude those who are not able, or ready, to be enrolled in educational, vocational, or addiction treatment programs. Researchers and advocates argue the restrictive eligibility criteria favours the highest functioning youth while actively excluding the most vulnerable leaving the CWS (B.C. Representative for Children and Youth, 2014; Okpych, 2012). Given criticisms of the restrictive requirements for current transitional programs and extended care support, we sought to assess whether utilization of a greater number of transitional services at the time of emancipation from the CWS was associated with improved health and social outcomes later in life among people who are street-involved and use illicit drugs.
The roles of Campus-Support Programs (CSPs) and Education and Training Vouchers (ETVs) on college persistence for youth with foster care histories
2020, Children and Youth Services ReviewSupporting collegiate foster youth and alumni: A mixed-method planning approach for higher education
2019, Evaluation and Program PlanningGetting by and getting ahead: Social capital and transition to college among homeless and foster youth
2018, Children and Youth Services ReviewInvisible vulnerability: Participant perceptions of a campus-based program for students without caregivers
2018, Children and Youth Services ReviewCitation Excerpt :Practitioners design these program to improve college access and help students adjust to the college experience by offering mentorship, support services, scholarships, or other transitionary resources to enhance retention (Inkelas, Daver, Vogt, & Leonard, 2007; Perna & Jones, 2013; Ward, Siegel, & Davenport, 2012). While less common than first-generation programming, some universities and colleges have also begun to create campus-based programs that focus on supporting and retaining students who are foster care alumni (FCA) (Kirk & Day, 2011; Okpych, 2012; Unrau, Dawson, Hamilton, & Bennett, 2017; Watt, Norton, & Jones, 2013). As a group, these students have distinctive needs and often face extraordinary challenges graduating from high school and completing a postsecondary college education.