1. Supporting the Academic Success of Foster Youth
Partial Credit Recommendations
Presented to the Child Welfare Council
By the Child and Youth Development and Successful Transitions Committee

2. The Challenge
Foster youth experience significant barriers to academic success including frequent change of schools
As a result, foster youth are
Often working below grade level (75%)
Frequently held back by 3rd grade (84%)
More likely to drop out (46%)
Less likely to graduate (50% vs 70% of peers)
Less likely to pursue post-secondary education (20% vs. 60% of peers)

3. Previous Legislative Action
California “AB 490” Chapter 862, Statutes of 2003
Grants right to stay in school of origin
Grants right to partial credits
Grants right to timely transfer of records and enrollment, and
Grants right to Foster Youth Services
Federal Fostering Connections to Success and Increasing Adoptions Act of 2008
Requires case plans ensure educational stability

4. Previous Legislative Action cont.
California Chapter 224, Statues of 2009
Allows foster youth transferred in grades 11 or 12 to receive high school diploma by meeting State’s minimum requirements
California Chapter 472, Statues of 2011
Requires districts to award and receive partial credit, prohibits requiring a student to retake any partial coursework already completed
Federal Uninterrupted Scholars Act of 2013
Amends FERPA to allow access of student records by Child Welfare and Probation

5. Partial Credit Challenge
Current California law requires that partial credit be allowed but does not create a system for how that is done.
School districts have adopted many different credit systems, making it difficult to award credit when students transfer from district to district.

6. Model Policies and Practices
Many districts and County Offices of Education have adopted articulated policies and practices for awarding Partial Credit.
With such policies, partial credit is calculated based on such things as:
Hours of instruction
Days enrolled
Days attended

7. Model Policies and Practices
Hemet Unified School District
Los Angeles Unified School District
Sacramento County Office of Education
Board Policy,
Foster youth, homeless or unaccompanied youth, who exit the school district prior to the end of a grading period, will be issued partial credit based on the number of days enrolled and the course grade to date
From LAUSD Policy Bulletin (2004)
A general guide of 12 hours of instruction is = to 1 credit.
Standardized determination of partial credit facilitated by online calculator, a part of the Foster Focus database
1-9 days = No credit/no grade
10-16 days = 0.5 credit/subject
17-23 days =1 credit/subject
24-30 days = 1.5 credits/subject
31-37 days = 2 credits/subject
38-44 days = 2.5 credits/subject
45-51 days = 3 credits/subject
52-58 days = 3.5 credits/subject
59-65 days = 4 credits/subject
66-72 days = 4.5 credits/subject
73+ days =5 credits/subject
12-23 hours of instruction is generally = to 1 credit
24-35 hours of instruction is generally = to 2 credits
36-47 hours of instruction is generally = to 3 credits
45-54 hours of instruction is generally = to 4 credits
hours of instruction is generally = to 5 credits
Partial Credits determined based on the percentage of days enrolled out of total days in term
If enrolled 15 days out of a 60 day term, the foster youth earns 25% of possible credits for course
If enrolled 30 days out of a 60 day term, the foster youth earns 50% of possible credits for course
If enrolled 45 days out of a 60 day term, the foster youth earns 75% of possible credits for course

8. Recommendations
The issue of Partial Credit is well-suited for the Child Welfare Council to address given:
Our vision that every child is prepared for the transition into adulthood and being a contributing member of society.
Our mission to serve as forum to advocate for effective strategies and resources to improve outcomes for foster children.
Our guiding principle to collaborate across systems to improve outcomes for foster youth.

9. Recommendations
Expediency to address this issue is of great importance. Not one more foster youth should be faced with the additional burden of having to struggle with getting credits that he or she has earned. Therefore, the Child Development and Successful Youth Transitions Committee will
Facilitate a convening key of education leadership parties, tasked with developing cohesive policy and implementation strategies for awarding partial credit statewide.
First convening within 60 days (May 31, 2013).
Uniform policy recommendations and implementation strategies within 120 days (July 31, 2013).
Report on progress in June and September, 2013.

10. Kids like me, foster kids, are worth your time and effort. “
People like you can help kids like me navigate the maze of classes, transfer and credit requirements with new laws to ensure we get a fair hand. 
We need credits to transfer, time to make-up missing work, and when justified, a chance to re-take a failed class. 
Help us achieve high school graduation and the chance to directly enter college. 
Help stop this crazy generational cycle of abuse, neglect and school failure.  
Kids like me, foster kids, are worth your time and effort. 
Help us achieve school success.”
- Anonymous foster youth