Educating Homeless Children in the United States

Yon, Maria

doi:10.1080/1066568950280110

Cited by 4 publications

(1 citation statement)

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“…Findings describing positive student service and outcomes, however, are accompanied by an array of indicators that the formative influences of the EHCY program have not always been—and likely still are not—adequate (Helm, 1993; Rafferty, 1995). Yon’s (1995) study of McKinney-Vento implementation in 102 school districts in the 50 largest cities in the United States found that 48% of the districts had no specific plans for the education of homeless students and that 54% of the districts had not even identified a homeless liaison. Among these same districts, 69% perceived that homelessness was either nonexistent or very minor in scope, and almost none of them engaged in regular professional development for staff regarding how students might best be served in contexts of homelessness.…”

Section: Resultsmentioning

confidence: 99%

A Critical Analysis of the Research on Student Homelessness

Miller

2011

Review of Educational Research

124

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Since the onset of the economic recession, rates of student homelessness have increased rapidly in urban, suburban, and rural school districts throughout the United States. Despite the widespread urgency of the issue, there is a lack of general coherence in the research about how diverse conditions of homelessness affect students and how schools and communities can best serve them. This literature review attempts to deepen scholars' understandings of such matters by examining (a) homeless students' school experience in comparison to that of other students, (b) federal policy's shaping of homeless students' rights and opportunities, and (c) homeless students' key support mechanisms. The author suggests that these three focus areas provide foundational insights into the nature and extent of students' opportunities to succeed in school. Although homeless students' experiences are noted to be similar to those of residentially stable low-income students, they appeared to be distinguishable based on their high rates of isolation and school mobility. The McKinney-Vento Homeless Assistance Act was found to have profound formative influences on the wider field of practice, but its full implementation is limited by the disconnected nature of students' diverse support mechanisms. Based on the findings, the author suggests that researchers and practitioners consider the people, places, and policies that affect students in more holistic manners-as networks of practice.

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Section: Resultsmentioning

confidence: 99%