An examination of post-secondary retention and graduation among foster care youth enrolled in a four-year university

Day, Angelique; Dworsky, Amy; Fogarty, Kieran J.; Damashek, Amy

doi:10.1016/j.childyouth.2011.08.004

Cited by 135 publications

(66 citation statements)

References 16 publications

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“…Pell Grant status is considered a reliable predictor of a student's socio-economic status. There is considerable evidence showing that students with lower socio-economic status have lower GPAs and graduation rates (Stinebrickner & Stinebrickner, 2003;Griffith, 2008;Day, Dworsky, Fogarity, & Damashek, 2011). In an effort to isolate at-risk students identified as having a lower socio-economic status, we further refined the groups from the previous ANOVA analysis to include only students awarded Pell Grants.…”

Section: Impact On the Academic Success Of At-risk Students Receivingmentioning

confidence: 99%

Early Alert of Academically At-Risk Students: An Open Source Analytics Initiative

et al. 2014

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ABSTRACT:The Open Academic Analytics Initiative (OAAI) is a collaborative, multi-year grant program aimed at researching issues related to the scaling up of learning analytics technologies and solutions across all of higher education. The paper describes the goals and objectives of the OAAI, depicts the process and challenges of collecting, organizing and mining student data to predict academic risk, and report results on the predictive performance of those models, their portability across pilot programs at partner institutions, and the results of interventions on at-risk students.

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Section: Impact On the Academic Success Of At-risk Students Receivingmentioning

confidence: 99%

Early Alert of Academically At-Risk Students: An Open Source Analytics Initiative

et al. 2014

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“…The idea of wellbeing is a broad one and includes career prospects and earnings, physical and mental health, access to and participation in broader social and community relationships, self-esteem, and generally positive life outcomes. Those young people who do participate in tertiary education are therefore far less likely to experience manifestations of social exclusion, such as unemployment, poor self-esteem, ill-health, homelessness and imprisonment Creed, Tilbury, Buys, & Crawford, 2011;Day, Dworsky, Fogarty, & Damashek, 2011;Day, Riebschleger, Dworsky, Damashek, & Fogarty, 2012;Jurczyszyn, 2014;Jurczyszyn & Tilbury, 2012;Townsend, 2011).…”

Section: Poor Educational Outcomesmentioning

confidence: 94%

“…For example, emotional difficulties stemming from young people struggling to understand the impact of what has happened to them can hinder learning (Day et al, 2011). In addition, many children enter care from highly disadvantaged families, characterised by mental illness and/or substance use, which may adversely affect their educational progress .…”

Section: Helping and Hindering Factorsmentioning

confidence: 98%

“…These include ongoing financial stress concerning food and other bills; an associated need to engage in substantial part-time employment, which may adversely affect their academic commitment and outcomes; difficulty in securing access to satisfactory yearround housing that incorporates university vacations; problems in attaining adequate health care, particularly in the USA; the limited availability of child care for those who are parents; often poor conditions for study; lack of academic preparation and ongoing information and guidance; not knowing anybody with higher education experience; general social isolation; lack of a support network of caring adults to deal with the psychological impact of past abuse and neglect; and negative care experiences and ongoing conflict with birth families (Ajayi & Quigley, 2003Day et al, 2011Day et al, , 2012Hernandez, 2012;Hernandez & Naccarato, 2010;Hyde-Dryden, 2012;Jackson et al, 2011;Merdinger et al, 2005;Stein, 2012).…”

Section: Helping and Hindering Factors For Those Who Access Higher Edmentioning

confidence: 98%

“…More recently, the College Cost Reduction Act of 2009 provides care leavers with increased opportunity to apply for financial aid (Day et al, 2011). Individual states have also taken action, with several extending the age of leaving care beyond 18, in recognition that, with a lack of blue collar jobs, higher education has become an imperative for young people who have been in foster care .…”

Section: International Evidencementioning

confidence: 99%

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Young People Transitioning from Out-of-home Care and Access to Higher Education: A Critical Review of the Literature

2014

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Young people transitioning from out-of-home care are known to have poor educational outcomes compared to their non-care peers. Yet little is known about the experiences or needs of the small numbers of Australian care leavers who enter higher education. This article critically examines existing Australian and international research on the access of care leavers to higher education. A group of pre-care, in-care, transition from care and post-care factors are identified as either hindering or assisting care leavers to maximise their educational opportunities. Some specific policy and practice reforms are recommended to enhance opportunities for Australian care leavers to participate in and complete higher education.

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The educational experience of young people in residential care through the lens of learning careers

Marion,

Tchuindibi

2023

British Educational Res J

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To complement previous research investigating the educational attainment of young people in out‐of‐home care reporting lower educational outcomes and risk factors, a more comprehensive approach is necessary. Our objective with this article is to better understand the learning careers of young people in residential care. That includes documenting their experience and the meaning they attribute to learning in formal settings over time and identifying critical turning points in each young person's learning career. Based on an interpretative paradigm, we conducted a qualitative study using biographical interviews with young people aged 14–18 in residential care in Quebec, Canada. We first demonstrate that the learning careers of young people in residential care are unique and non‐linear. Second, by studying turning points, we highlight the critical role that institutions, teachers and youth workers can play in fostering a positive or negative learning career. Finally, we noted learners’ different responses to these circumstances and differences in learners’ perception of their measured performance and their influence on their engagement with formal learning. We discuss why considering young people as the main actors and producers of meaning regarding their educational experience and learning careers appears necessary.

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An examination of post-secondary retention and graduation among foster care youth enrolled in a four-year university

Cited by 135 publications

References 16 publications

Early Alert of Academically At-Risk Students: An Open Source Analytics Initiative

Early Alert of Academically At-Risk Students: An Open Source Analytics Initiative

Young People Transitioning from Out-of-home Care and Access to Higher Education: A Critical Review of the Literature

The educational experience of young people in residential care through the lens of learning careers

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