School-Based Outcomes, Post-Graduation Plans and Adult Support among Youth who have been in Foster Care

Abstract

Postsecondary education has been linked to higher earnings and consistent employment; however, youth in foster care are disproportionately at risk for adverse academic and school-based outcomes, which can make decisions about post-graduation plans more difficult. This study examined the prevalence of school-based experiences in a population-based sample of adolescents with histories of foster care involvement compared to same-age peers without experiences of foster care. Data for this study comes from the 2019 Minnesota Student Survey of 113,773 students in eighth, ninth, and eleventh grade. Logistic regression models were used to examine the associated odds of youth's academic achievement, discipline, connectedness, and engagement as dependent upon foster care experiences. Chi-square tests assessed differences in post-graduation aspirations and youths' access to adult support in pursuit of educational and employment plans. Results from the study showed that youth in foster care were more likely to experience disciplinary action, academic under-achievement, disengagement, and disconnectedness at school compared to youth without histories of foster care involvement. Findings showed that a greater proportion of youth in care had employment and military plans post-graduation than their peers, and they received similar levels of adult support in assisting with job options as peers without histories of child welfare involvement. By examining educational experiences and post-graduation aspirations, researchers and policymakers can identify specific obstacles, such as underachievement, discipline, or disconnectedness, and potential avenues for intervention (i.e., adult support) to take an essential step towards ensuring that every child, regardless of life circumstances, has the opportunity to receive a quality education and reach their full academic potential.