Foster Care
Improving Academic Performance and Achievement of children and youth in foster care
Joanna Bermudez
Mercy College
Summer 2013
Introduction and Problem Statement
Approximately fifty percent of adolescents in this country’s foster care system are graduating from high school each year. In NYS, less than forty-four percent of adolescent’s in the foster care system graduate from high school yearly. The outcomes of youth who leave the foster care system between the ages of 18 and 21 are statistically grim; less than 50% of these youth are equipped with a high school diploma (Scannapeieco, Connel-Carrick, and Pinter, 2007), and with-in two years of leaving the system, 25% of them face unemployment, homelessness, and/or incarceration (Krinsky, 2007). For all children, especially children in foster care, having the proper advocacy, stability, educational coordination and guidance are vital in ensuring their academic success. Unfortunately, children in foster care are less likely to receive these components to assist them in becoming successful in academia, which in turn affects their chances to live a productive adult life.
The needs of the children and youth in foster care are in need of reformation across each state throughout the nation. Since the development of foster care, the focus of intervention has and continues to be a reactive approach, instead of a tactical approach. The intervention of foster care seeks to ensure the physical safety and well-being of each child and youth, which oftentimes leads to a neglect of their emotional and intellectual needs.
Studies conducted in New York, the Midwest, Chicago, Washington, and California have shown that children in foster care are particularly vulnerable to academic failure. ¬ Smithgall, Gladden, Howard, Goerge, & Courtney (2004) compared the likelihood of graduation between students in foster care versus non-foster care students. According to Smithgall et.
Joanna Bermudez
Mercy College
Summer 2013
Introduction and Problem Statement
Approximately fifty percent of adolescents in this country’s foster care system are graduating from high school each year. In NYS, less than forty-four percent of adolescent’s in the foster care system graduate from high school yearly. The outcomes of youth who leave the foster care system between the ages of 18 and 21 are statistically grim; less than 50% of these youth are equipped with a high school diploma (Scannapeieco, Connel-Carrick, and Pinter, 2007), and with-in two years of leaving the system, 25% of them face unemployment, homelessness, and/or incarceration (Krinsky, 2007). For all children, especially children in foster care, having the proper advocacy, stability, educational coordination and guidance are vital in ensuring their academic success. Unfortunately, children in foster care are less likely to receive these components to assist them in becoming successful in academia, which in turn affects their chances to live a productive adult life.
The needs of the children and youth in foster care are in need of reformation across each state throughout the nation. Since the development of foster care, the focus of intervention has and continues to be a reactive approach, instead of a tactical approach. The intervention of foster care seeks to ensure the physical safety and well-being of each child and youth, which oftentimes leads to a neglect of their emotional and intellectual needs.
Studies conducted in New York, the Midwest, Chicago, Washington, and California have shown that children in foster care are particularly vulnerable to academic failure. ¬ Smithgall, Gladden, Howard, Goerge, & Courtney (2004) compared the likelihood of graduation between students in foster care versus non-foster care students. According to Smithgall et.
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