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 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

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

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

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 school- based 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 – 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: 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.”