School & District Management

Foster-Care Children Are Poorly Educated, 3-State Study Charges

By Julie Blair — February 25, 2004 | Corrected: March 03, 2004 3 min read
  • Save to favorites
  • Print

Corrected: A source provided inaccurate data for this story. The Chapin Hall Center for Children at the University of Chicago says that 732 17-year-olds were surveyed for the report.

The future of young people who “age out” of foster care is severely compromised because they lack strong academic backgrounds, concludes a three- state study of 17-year-olds ready to leave the system.

Only half the teenagers polled for the study by the Chapin Hall Center for Children at the University of Chicago can read at a 7th grade level, roughly one-third have repeated a grade, and nearly 20 percent have been expelled from school.

Read the “Midwest Evaluation of the Adult Functioning of Former Foster Youth--Wave 1,” from the Chapin Hall Center for Children at the University of Chicago. (Requires free registration and Adobe’s Acrobat Reader.)

The findings surprised Mark Courtney, the director of the center and the study’s principal investigator, who said he had anticipated that the situation would be bad, but not dire.

“If you can only read at a 7th grade level, good luck supporting yourself at age 18,” he said. “This is a sign of the failure of the foster-care system ... and also the education system.”

The population, however, can be tracked during schooling, he said, and help can be given—provided that such assistance is forthcoming from school districts, states, and agencies that work with youths in foster care.

National experts say the study, released this month, provides fresh evidence of long-standing problems within both the child-welfare and K-12 educational systems.

“Nothing in this report is shocking; unfortunately, it is the way the system treats kids in [foster] care,” said Millicent Williams, the director of foster care for the Child Welfare League of America, an advocacy group with headquarters in Washington. “We have not done a good job of educating these children.”

New Generation

Researchers surveyed 749 17-year-olds in foster care in Illinois, Iowa, and Wisconsin between May 2002 and March 2003. They asked the youths about their educational experience, mental health, and substance abuse, among other questions. The data collected were then compared with national information on individuals the same age who were not part of the foster-care system.

The study was underwritten by the Wisconsin department of health and family services, the Iowa department of human services, and the Illinois department of children and family services.

No studies of this magnitude have been done on the topic for a decade, Mr. Courtney said, and thus, the results are especially important to understanding the effect of foster care on a new generation of young people. Researchers will continue to follow the youths until they are 21.

Switching Schools

Mr. Courtney cited several reasons why many youths in foster care don’t do well in school. Not only are their homes unstable, but their academic experiences are also interrupted.

The study found, for example, that more than one-third of those surveyed had switched schools five times or more during their time in foster care, significantly upsetting their academic programs.

Many of them also missed school because they had been in trouble with the law. Nearly two-thirds of the boys and half the girls had been arrested, convicted of a crime, or sent to a correctional facility.

Others had severe behavioral problems: Two-thirds were suspended.

Moreover, many boys and girls in foster care did not have a realistic view of what it takes to succeed in school. A majority of those polled both hoped and expected to graduate from college, despite their poor academic performance in high school, the report says.

“The deck,” Mr. Courtney said, “is stacked against them.”

But some states are making progress, countered Ms. Williams of the Child Welfare League.

One persistent problem has been that schools and foster-care systems don’t communicate with each other about the problems or possible solutions—a situation that is changing in California, North Carolina, and Washington state, she said.

“Things are a lot better now than they were in 2000,” she added.

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Special Education Webinar
Bridging the Math Gap: What’s New in Dyscalculia Identification, Instruction & State Action
Discover the latest dyscalculia research insights, state-level policy trends, and classroom strategies to make math more accessible for all.
Content provided by TouchMath
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
School Climate & Safety Webinar
Belonging as a Leadership Strategy for Today’s Schools
Belonging isn’t a slogan—it’s a leadership strategy. Learn what research shows actually works to improve attendance, culture, and learning.
Content provided by Harmony Academy
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
School & District Management Webinar
Too Many Initiatives, Not Enough Alignment: A Change Management Playbook for Leaders
Learn how leadership teams can increase alignment and evaluate every program, practice, and purchase against a clear strategic plan.
Content provided by Otus

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

School & District Management Opinion Why Bad Bunny’s Half-Time Performance Was a Case Study for School Leadership
The megastar’s show was an invitation in a challenging moment. Did you catch it?
3 min read
Bad Bunny performs during halftime of the NFL Super Bowl 60 football game between the New England Patriots and the Seattle Seahawks, Sunday, Feb. 8, 2026, in Santa Clara, Calif.
Bad Bunny performs during halftime of the NFL Super Bowl 60 football game between the New England Patriots and the Seattle Seahawks, Sunday, Feb. 8, 2026, in Santa Clara, Calif.
Charlie Riedel/AP
School & District Management Texas Leader Named Superintendent of the Year
The 2026 superintendent of the year has led his district through rapid growth amid a local housing boom.
2 min read
Superintendent Roosevelt Nivens speaks after being announced as AASA National Superintendent of the Year in Nashville, Tenn. on Feb. 12, 2026.
Superintendent Roosevelt Nivens of the Lamar Consolidated schools in Texas speaks after being named National Superintendent of the Year in Nashville, Tenn. on Feb. 12, 2026, at the National Conference on Education sponsored by AASA, The School Superintendents Association.
Kaylee Domzalski/Education Week
School & District Management On Capitol Hill, Relieved Principals Press for Even More Federal Support
With the fiscal 2026 budget maintaining level K-12 funding, principals look to the future.
7 min read
In this image provided by NAESP, elementary school principals gathered on Capitol Hill recently to meet with their state's congressional delegations in Washington
Elementary school principals gathered on Capitol Hill on Feb. 11, 2026,<ins data-user-label="Madeline Will" data-time="02/12/2026 11:53:27 AM" data-user-id="00000175-2522-d295-a175-a7366b840000" data-target-id=""> </ins>to meet with their state's congressional delegations in Washington. They advocated for lawmakers to protect federal K-12 investments.
John Simms/NAESP
School & District Management Q&A Solving Chronic Absenteeism Isn't 'One-Size-Fits-All,' This Leader Says
Proactive, sensitive communication with families can make a big difference.
7 min read
Superintendent Mary Catherine Reljac walks around the exhibition hall of the National Conference on Education in Nashville, on Feb. 12, 2026. Reljac is the superintendent for Fox Chapel Area School District in Pennsylvania.
Mary Catherine Reljac walks around the exhibition hall of the National Conference on Education in Nashville on Feb. 12, 2026. Reljac, the superintendent for Fox Chapel Area school district in Pennsylvania, is working to combat chronic absenteeism through data analysis and tailored student support.
Kaylee Domzalski/Education Week