Education Partnership for Academic Student Success (Ed PASS) • Defining the Problem • Reviewing Federal Directives • Looking at Specific Details of Ed PASS • Discussing the Issues Defining the Problem Research Review – How do foster children fare academically? – What are some of the barriers to academic success for foster children? How do Foster Children Fare Academically? • Compared to students not in foster care, those in foster care: – Drop out of school at significantly higher rates, – Are incarcerated at significantly higher rates, – Are about half as likely to graduate from high school. Smithgall, C., Gladden, R.M. Howard, E. George, R. & Courtney, M. (2004). Educational experiences of children in out-of-home care. Chicago, IL: Chapin Hall Center for Children at the University of Chicago. How do Foster Children Fare Academically? • A study of the adult functioning of former foster children in three Midwestern states found that: – More than 1/3 of the youth in foster care had five or more school changes – On average, youth in foster care read at seventh grade level after completing the tenth or eleventh grade. Courtney, M.E., Terao, S. & Bost, N. (2004). Midwest evaluation of the adult functioning of former foster youth: Conditions of youth preparing to leave state care. Chicago, IL: Chapin Hall Center for Children at the University of Chicago. How do Foster Children Fare Academically? • A study of youth in foster care in Washington State found that compared to the general student population, those in foster care: – Scored 16-20 percentile points lower on statewide standardized tests Burley, M. & Halpern, M. (2001). Educational attainment of foster youth: Achievement and graduation outcomes for children in state care. Olympia, WA: Washington State Institute for Public Policy. How do Foster Children Fare Academically? • Findings from the Northwest Foster Care Alumni Study revealed that: – Foster care alumni completed high school at rates similar to the general population; however, they used GED programs at six times the general rate – Rates of completion for secondary degrees: • Any degree/cert. beyond high school: 20.6% • Vocational degree: 16.1% (25 yrs. or older 21.9%) • Bachelor’s degree: 1.8% (25 yrs. or older 2.7%) Pecora, P. J., Kessler, R. C., Williams, J., O’Brien, K., Downs, A.C., English, D., White, J., Hiripi, E., White, C. R., Wiggins, T., & Holmes, K.E. Improving family foster care: Findings from the Northwest Foster Care Alumni Study. Seattle, WA: Casey Family Programs. Available at http://www.casey.org. What are the Barriers to Academic Success? • Children in foster care have physical, emotional or behavioral challenges that often interfere with learning • Multiple school transfers • Lack of consistent adults in their lives who have the knowledge and skills to advocate for educational and supplemental services • Schools and child welfare agencies typically do not coordinate their services Christian, S. (2003). Educating children in foster care. Washington, D.C.: National Conferences of State Legislatures. Retrieved September 22, 2007 from http://www.ncsl.org/programs/cyf/cpieducate.pdf Clear Federal Directives • No Child Left Behind: – Stronger accountability for academic achievement – Close achievement gaps for children of color, disabled students, students who have English as a second language • Children in foster care are not named as a disadvantaged group. Clear Federal Directives • Race to the Top: – Adopting internationally benchmarked standards and assessments – Recruiting, developing, rewarding, and retaining effective teachers and principals – Building data systems that measure student success and inform teachers on where to focus practice improvements – Targeting the lowest-performing schools Clear Federal Directives • Child and Family Services Review: – Outcome WB2: “Children receive appropriate services to meet their educational needs.” – Evidence of appropriate assessment of child’s educational needs, provision of services to meet those needs, school records in the case file – In foster care cases, documentation that school information provided to foster parents at time of placement CFSR On-site review instrument - Item 21 http://www.acf.hhs.gov/programs/cb/cwmonitoring/tools_guide/onsitefinal.htm Clear Federal Directives • John H. Chafee Foster Care Independence Program – To provide foster youth with tools that could help them develop life skills and achieve better educational and vocational outcomes – To prepare these youth for education after high school – To support their personal and emotional needs – To help them access funds for education and training Franklin County Ed PASS – targeted youth Eligibility – Youth in FCCS custody – Enrolled in a middle school, jr. high or high school in participating school district 6 wks of Transition Services to youth in Ed PASS who: – Leave custody – Transfer to non-participating school district Franklin County Ed PASS - partners Partnership – Franklin County Children Services – Education Services Center of Central Ohio • Hires, trains, supervises Education Specialists – School Districts • South-Western City Schools • Columbus City Schools – Through transition services, working with 6/16 districts in Franklin County Franklin County Ed PASS - services Services – Assess educational, career needs – Provide services to meet those needs • • • • Tutoring Transportation Advocacy Reward systems and so on – Connections to schoolbased extra-curricular activities Franklin County Ed PASS – when, where services are provided • Education Specialists – Meet at least weekly with each student – Meetings can be at: • school, foster home, library, work site • Arranged Services – Schedules and locations to match student’s needs Franklin County Ed PASS – benefits Benefits – FCCS receives monthly reports of each student’s educational progress – Ed Specialists obtain and send education records – Building good will with school districts – In 3 ½ yrs, not one student has dropped out Franklin County Ed PASS – results Results – 2008-2009 Ac Year • End of academic year more than 83% of PASS Students were earning passing grades. • 6/6 PASS students who started the year on track to graduate from High School did graduate, including a pregnant teen. • 89% of PASS students maintained or improved their school attendance. • 30 PASS students demonstrated perfect attendance (no absences or tardies). Franklin County Ed PASS – why do it? • CFSR well-being standards • OAC 5101:2-38-08 • Educational attainments belong to the youth. • Education is the best intervention available for promoting self-sufficiency and productive adult lives. • The standard of “our own.”