Discussion
Policy framework supporting youth aging-out of foster care through college: Review and recommendations

https://doi.org/10.1016/j.childyouth.2012.02.013Get rights and content

Abstract

A college degree opens doors to higher paying and more stable employment. This holds particular importance for youth aging-out of foster care who must attain self-sufficiency with little or no family support. However, these youth have lower rates of college entrance, persistence, and completion than same-aged peers. Over the past 25 years, several major pieces of federal legislation have extended and increased support to youth aging-out of care who are pursuing a postsecondary degree. Although these laws have been important steps in the right direction, federal support ends too soon and variability in state policies and college-specific services leave many youth with inadequate support. Policy reform can further render postsecondary completion a viable, realistic expectation. Three recommendations to improve current legislation include: extend the Foster Care Independence Act (FCIA) funding to age 25, establish campus-based support programs funded through FCIA, and adjust Educational Training Voucher disbursements to reflect the changing cost of college.

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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