Serving Disconnected Youth Populations Supporting Success

Presenters Panel Moderator: Johan Uvin, Deputy Assistant Secretary, U.S. Department of Education, Office of Vocational and Adult Education  Annie Blackledge, Casey Family Programs Senior Fellow, U.S. Department of Education, Office of Vocational and Adult Education  Barbara Duffield, Policy Director, National Association for the Education of Homeless Children and Youth  John Emerson, Postsecondary Education Advisor, Casey Family Programs

Disconnected Youth: Young people,14 to 24, who are homeless, in foster care, involved in the juvenile justice system, or who are not employed or enrolled in an education institution. ^ There are nearly 6.7 million disconnected youth in the U.S. * ^ President’s FY 13 Budget – General Provisions, Sec.737 Performance Partnership pilots *

Historical Perspective Cross-system coordination to serve disadvantaged youth has been a focus of bipartisan federal attention for decades

Background 2011 Presidential Memorandum on Administrative Flexibility  Responses focused on the following challenges with serving this population:  Limited evidence about effective models and strategies;  Lack of knowledge about the evidence that exists;  Lack of attention to this specific population at the State, local, and Federal levels;  Lack of coordination in addressing their needs; and,  The need for more comprehensive approaches that meet the multi-faceted needs of this population. White House Council for Community Solutions  June 2012 Community Solutions for Opportunity Youth Final Report FY13 Federal Budget  Request for funding and authority to implement Performance Partnership Pilots to improve outcomes for disconnected youth  State and local flexibility in exchange for performance Interagency Forum for Disconnected Youth

The Interagency Forum for Disconnected Youth DOL DOJ HUD Align evidence standards Share best practices for effectively coordinating multiple systems and programs Interagency Forum for Disconnected Youth OMB ED HHS and other federal partners Disseminate tools for measuring and evaluating outcomes Assess potential for development of public-private partnerships Work with States and localities to align State and Federal rules and regulations White House Domestic Policy Council

Foster Care and Homeless Youth  Outcomes and Shared Barriers

Child and Youth Homelessness Since the Great Recession Data does not include:  Students who were not identified as homeless, or who were not enrolled in school.  Infants, toddler, or pre-school children who were not enrolled in LEA-administered pre-school program. 9 Students Identified as Homeless by Public Schools in the U.S % Increase 679,7241,065,79457%

Impact of Homelessness on Education In comparison to their housed peers, homeless children were:  1.5 times more likely to perform below grade level in reading and spelling and  2.5 times more likely to perform below grade level in math.  Three quarters of older homeless youth have dropped out of school School of Public Health at Columbia University

Foster Care Alumni Studies: Education Outcomes 70% of former foster youth express a desire to attend college Students in foster care General student population ^ Casey Northwest Alumni Study

Adult Outcomes April 2005, Improving Family Foster Care, Northwest Foster Care Alumni Study

Shared Barriers High Rates of Mobility  Educational Records  School Enrollment Lack of Coordination and Collaboration Across Agencies  Confidentiality Provisions  Lack of Understanding and Collaboration Across Agencies  Lack of a Single Person to Advocate for Youth Inappropriate School Services  Over- and Underrepresentation in Special Education  High Rates of Behavior Referrals  Need for Evidence-Based Educational Services

Causes of Family Homelessness  Lack of affordable housing  Foreclosures  Poverty  Economic recession  Unemployment  Health problems  Lack of health insurance  Addiction disorders  Mental health issues  Domestic violence  Natural and other disasters 14

Causes of Unaccompanied Youth Homelessness  Studies have found that 20 to 50 percent of unaccompanied youth were sexually abused in their homes, while 40 to 60 percent were physically abused.  Over two-thirds of callers to Runaway Hotline report that at least one of their parents abuses drugs or alcohol  20-40% of homeless youth identify as gay, lesbian, bisexual, or transgender (compared to 3-5% of the overall population).  25-40% of youth who emancipate from foster care will end up homeless. 15

Definition of Homelessness Children and youth who lack a fixed, regular, and adequate nighttime residence—  Sharing the housing of others due to loss of housing, economic hardship, or similar reason [72% of identified homeless students in ]  Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations [Motels: 5% of identified homeless students in ] 16

Children who lack a fixed, regular, and adequate nighttime residence—  Living in emergency or transitional shelters [18% of identified homeless students in ]  Living in a public or private place not designed for humans to live  Living in cars, parks, abandoned buildings, substandard housing, bus or train stations, or similar settings  Migratory children living in above circumstances  Awaiting foster care placement Definition of Homelessness, Cont. 17

Shelters are full, or do not exist in many suburban and rural areas Shelters often exclude families with boys over the age of 12, or unaccompanied minors Motels may not be available, or may be too expensive Unaccompanied youth fear adult shelters Shelters often have 30, 60, or 90 day time limits Families/youth may be unaware of alternatives, fleeing in crisis, living in over-crowded, temporary, and sometimes unsafe environments Education Definition of Homelessness: Why So broad? 18

Barriers to Education for Homeless Children and Youth  Lack of awareness; under-identification  High mobility resulting in lack of school stability and educational continuity  Poor health, fatigue, hunger  Prejudice and misunderstanding  Enrollment requirements (school records, health records, proof of residence and guardianship)  Lack of transportation, school supplies, clothing, etc. 19

Federal Policy Support The McKinney-Vento Homeless Assistance Act Requires:  State departments of education to establish an Office of State Coordinator  Every school district to designate a liaison for students in homeless situations – identify, refer to services, collaborate.  Students to stay in same school, if staying is in their best interest  Schools to provide transportation for school stability  Districts must immediately enroll homeless students if entering a new school 20

Unaccompanied Youth and Higher Education: The FAFSA  Youth who meet the definition of “independent student” can complete the FAFSA without parental income information or signature.  Unaccompanied youth are automatically considered independent students.  Must be verified as unaccompanied and homeless during the school year in which the application is submitted.  Youth who are unaccompanied, at risk of homelessness, and self-supporting are also automatically considered independent students.  Must be verified as such during the school year in which the application is submitted. 21

FAFSA (Cont.)  Verification must be made by:  a McKinney-Vento Act school district liaison,  a HUD homeless assistance program director or their designee,  a Runaway and Homeless Youth Act program director or their designee, or  a financial aid administrator.  Youth who have been in foster care at any time after age 13 are also automatically independent.  More information and sample letters are available at:

Law Into Practice How can TRIO programs make services available to homeless children and youth?  Outreach and Identification  Streamlining enrollment process  Working to address barriers to stability and participation  Targeting services

Outreach and Identification Strategies  Collaborate with McKinney-Vento liaisons.  Coordinate with community service agencies, such as family and youth shelters, soup kitchens, public assistance and housing agencies, youth drop-in centers.  Provide outreach materials and posters where there is a frequent influx of low-income families and youth in high-risk situations, including motels, campgrounds, libraries, youth centers.

 Provide awareness activities to help staff  Recognize signs of homelessness.  Have confidential conversations with young people about their living situations.  Use a standard verification form or letter for homeless students.  Enlist youth to spread the word.  Avoid using the word "homeless" in initial contacts with staff, families, or youth. Outreach and Identification Strategies (Cont.)

Streamlining Enrollment  Use a standard questionnaire to determine if students meet the definition of homeless.  For students referred from McKinney-Vento liaisons or shelter programs, use a form letter to “verify” homelessness.  Keep the questionnaire and/or letter in the file for auditing purposes.  Let youth start participating even if lacking some documents.  If youth are separated from parents, let another concerned adult sign forms and participate.

Working to Address Barriers to Stability and Participation  Assist with transportation  Public transit passes  Connect youth with carpools  Reimburse for gas  Collaborate with school district transportation  Work with McKinney-Vento liaisons to support students’ school stability, so they can remain with the TRIO program.  If school stability isn’t possible, try to transfer student to a TRIO program in the new school or area.

Postsecondary Strategies Single form for unaccompanied homeless youth verification within same school year for use by all stakeholders Identify a safe, single point of contact (SPOC) at each college/university to serve homeless unaccompanied youth. Add contact info on college/university printed materials and websites

Postsecondary Strategies (Cont.) Develop a streamlined process to other services within college/university − Academic Advising/Support Services − Admissions − Learning Disability Services − Housing Programs − Self-Advocacy – Financial Literacy – Life Skills − Student Services − Mental Health − Financial Aid − Student Services − Retention − Mentoring Programs − Student Life

Postsecondary Strategies (Cont.) Centrally store personal documentation for homeless unaccompanied youth through a confidential, state-supported Website accessible by the youth over their lifetimes − SSN − Immunization Records − Driver’s License − GED or Diploma − High School Transcripts − Health Exams − Selective Service − Birth Certificates − ACT/SAT − Taxes

Getting Started: Contacts Contact your school district liaison  name should be available from school district, or contact your state homeless education coordinator for a list.  A directory of state homeless education coordinators: Reach out to community homeless service providers  A map of HUD-funded programs:

NAEHCY’s Higher Education Project  Toll-Free Helpline: (855)  Website and FAFSA Toolkits: and-policy/higher-education and-policy/higher-education  Four existing statewide networks: CO, NH, KY, NC  Six networks in development: GA, IL, MI, OK, MA, FL  National Higher Education Liaison: Cyekeia Lee Phone: (734)

“Graduating from college meant that I won. It proves that my father was wrong when he said I wouldn’t amount to nothing. Most of all, it meant that I would gain the knowledge to use my experience to help other people. College meant freedom from my past and the ability to choose my future.”  Maria, 2007 college graduate from foster care 33

When is ‘Underrepresentation’ a Crisis? General PopulationStudents from Foster Care  High school graduation70%<50%  College ready/prep30% 10/15% ???  College going from h.s.65%10%-15%  cc vs. 4-year college 40%/38%- 70%/30%  College completion rate56% ???  U.S. adults w/ bachelor’s degree or above28% 2% ??? & 7% w/ AA degree 34

For every 100 students in foster care who enter high school…. Maybe 50 will complete high school… 10 – 15 may enroll in a community college or 4-year university … Maybe 7 will receive an AA degree or certificate & 2 may earn a bachelor’s degree… If foster youth completed high school and attended postsecondary education at the same rate as their peers, nearly 100,000 additional foster youth in the 18 to 25-year-old age group would be attending higher education. Wolanin, T. R. (2005). Higher education opportunities for foster youth: A primer for policymakers. The Institute for Higher Education Policy (IHEP), December. 35

Common Barriers to College Access and Success K-12 Success Barriers Few engaged in college prep courses ( TRIO, GEAR UP, AVID) Lack of educational and career advocacy School instability Low high school graduation rates Emotional/mental health issues (PTSD) Records transfer and confidentiality issues Long terms effects of abuse and neglect – trust issues Higher Education Success Barriers On their own (‘Independent’) at a young age Survival mode dominates Lack of role models, college advocates, mentors/coaches Few college programs are aware of their support needs Lack of knowledge about college Long terms effects of abuse and neglect – trust issues Inadequate college aspirations and preparations 36

Federal & State Policy Matters! Federal:State:  Higher Education Opportunity Act (HEOA)  College Cost Reductions Act  Chafee Foster Care Independence Act/ETV  Fostering Connections Act  College tuition waivers (20 states)  Passport to College Promise (WA)  AB 12 (CA)  Extended Medicaid coverage for foster care youth 18+  Housing (e.g. CA’s Housing Placement Program (THPP) 37

The Higher Education Opportunity Act (HEOA) and Students from Foster Care and Homeless  Federal TRIO Programs: identify and make available services to foster care youth, or to homeless youth (mentoring, tutoring, etc.). Sec. 403  Ed Op Centers - Staff development activities: strategies for recruiting and serving hard to reach populations (e.g. foster care and homeless). Sec. 403  Permissible Services: securing temporary housing & specifically designed programs and activities. Sec. 403  Student Support Services: foster an institutional climate supportive of students in or aging out of foster care. Sec. 403  Definition of independent student: is or was in foster care when 13 years of age or older; was in legal guardianship as determined by court (FAFSA questions 52-57). Sec. 473  Implement a public awareness campaign: to increase awareness regarding the availability of financial aid. Sec

Foster Youth Succeed When Provided With Support! When foster youth are provided with the attention and supports they need, they can and do succeed. Innovative strategies that provide educational champions for foster youth coupled with collaborative, cross-system programs make a big difference in improving high school graduation rates, enabling success in college and advancing young people’s careers. In fact, when foster youth receive support in college, they can outperform other students in graduating from college. Understanding foster youth educational outcomes (2011). Insights In-Depth, California Child Welfare Co- Investment Partnership, Special Edition, Vol. V, Fall. 39

Supporting Success: Improving Higher Education Outcomes for Students from Foster Care 40 6 Core Program Development Elements & 6 Core Direct Student Support Elements A collaborative, integrated support approach!

Targeted Supports Work….. and are Growing! 41

Advocacy Matters! “Programs like guardian scholars and renaissance scholars help give California's foster youth vital support to finish school. Students who might otherwise find themselves homeless and hopeless instead become college graduates. With a 73% success rate, these programs are clearly best practices that need to be encouraged, supported and replicated!” Honorable Karen Bass - Congresswoman and former Speaker of the California State Assembly (2008)

Action is Needed  What will it take for your program to address this dire situation?  Who do we need to partner w/ to realize dramatic change in higher education access and success  When will students from foster care reach parity with their peers in attending and succeeding in higher education?

“…What kept me on track was not my intelligence, but my ability to connect with people on my journey from foster care to successful college student. Essentially, I overcame my educational and trust issues as I found people who were willing to support me and invest in my vision to be an asset to society. Ultimately, in many different ways I was able to find success in higher education because of my quest to become successful and my support system. They have helped me so much reach towards a better life.” 44