Residential education: An emerging resource for improving educational outcomes for youth in foster care?

Lee, Bethany; Barth, Rick

doi:10.1016/j.childyouth.2008.07.007

Cited by 21 publications

(17 citation statements)

References 21 publications

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“…The schooling options for youth in group care vary from attending a local public school to attending an on-grounds school populated only by group care youth. For some group care programs, the adequacy of educational opportunities are concerning (Parrish et al 2001) while other programs have a central focus on education (Lee and Barth 2009). The auspices of the school and its accreditation may be indicators of school quality and the program's attention to academic opportunities.…”

Section: Educational Programmentioning

confidence: 98%

Defining Group Care Programs: An Index of Reporting Standards

Lee

Barth

2011

Child Youth Care Forum

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Group care programs, while ubiquitous, are not clearly differentiated despite differences in the population served, size, auspices, and program activities, to name a few. Words like group care, residential care and residential treatment are often used interchangeably in policy, research and practice. This paper introduces reporting standards that can be used to promote the availability of descriptive information and build towards a nomenclature and classification system that reflects the variety within the service delivery system. These reporting standards were developed and vetted with input from several national group care scholars. An index of reporting standards has implications for state systems, accreditation and licensing groups, practitioners and researchers.

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Section: Educational Programmentioning

confidence: 98%

Defining Group Care Programs: An Index of Reporting Standards

Lee

Barth

2011

Child Youth Care Forum

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“…In our study, positive engagement comprised task management, planning and monitoring, and persistence factors. These are behavioral dimensions that may be quite responsive to the structured nature of study conditions in boarding contexts (Lee and Barth, 2009). In these contexts, there are typically well-organized and well-planned study times and routines that students work to.…”

Section: Student-level and Classroom-level Effects: Boarding Vs Day mentioning

confidence: 99%

Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms

et al. 2021

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Boarding school is a major educational option for many students (e.g., students living in remote areas, or whose parents are working interstate or overseas, etc.). This study explored the motivation, engagement, and achievement of boarding and day students who are educated in the same classrooms and receive the same syllabus and instruction from the same teachers (thus a powerful research design to enable unique comparisons). Among 2,803 students (boarding n = 481; day n = 2,322) from 6 Australian high schools and controlling for background attributes and personality, we found predominant parity between boarding and day students in their motivation, engagement, and achievement. We also found that classroom-average motivation, engagement, and achievement was not significantly affected by the number of boarders (relative to day students) in the classroom. In addition, the effects of boarding were generally not moderated by students’ background or personality attributes. We conclude that boarders have academic opportunities and outcomes that are comparable to their day student counterparts. Implications for students, teachers, and parents are discussed.

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“…The larger effect sizes associated with permanency outcomes in group care designed to strengthen families (Landsman et al, 2001) further support the potential effectiveness of family-centered group care environments. The diversity of the findings indicates that some group care models may offer significant benefits and that reductions in group care should not continue to accelerate without more examination and continued testing of alternative group care models (e.g., residential education, an intervention with no studies meeting inclusion criteria for this review, but which shows some promise for high risk youth [Lee & Barth, 2009]).…”

Section: Future Directions For Research and Practicementioning

confidence: 99%

Outcomes of Group Care for Youth: A Review of Comparative Studies

Lee

Bright

Svoboda

et al. 2010

Research on Social Work Practice

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Objective: The purpose of this study was to review empirical evidence of the effects of placement in group care compared to other interventions. Method: Two-group empirical studies were identified and effect sizes for all reported outcomes were calculated. Results: Nineteen two-group studies were found that compared group care with family foster care, treatment foster care, no placement, and different group care models. Most effects were small to moderate, with strongest effects for shorter lengths of stay for family-centered group care models and decreased delinquency for Multidimensional Treatment Foster Care (MTFC) compared to group care. Conclusion: Based on the limited number of two-group studies of varying quality, outcomes of group care are often worse than alternative interventions. However, some group care models seem more promising than others.

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Residential education: An emerging resource for improving educational outcomes for youth in foster care?

Cited by 21 publications

References 21 publications

Defining Group Care Programs: An Index of Reporting Standards

Defining Group Care Programs: An Index of Reporting Standards

Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms

Outcomes of Group Care for Youth: A Review of Comparative Studies

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