|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|345797||617765||2016||9 صفحه PDF||سفارش دهید||دانلود رایگان|
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• Frequent school changes among students in foster care is associated with low graduation rates.
• The number of school changes predicts the type of high school credential earned – diploma or GED.
• Educational stability in ninth grade and twelfth grades may help close the graduation gap.
This study examined the relationship between school mobility for Colorado students in foster care and educational attainment outcomes, specifically earning high school diploma, a high school equivalency diploma (e.g., through examination such as a GED), or exiting the K-12 system without a credential. Multinomial logistic regression was utilized to analyze the predictive role of school mobility related to high school educational attainment within a statewide sample of four cohorts of students who experienced out-of-home placements during high school. Results indicated that students in the foster care cohorts changed public schools an average of 3.46 times during their first four years of high school. As the average number of school changes increased, the odds of earning a high school diploma decreased and the odds of earning an equivalency diploma (e.g., GED) or exiting without a credential increased. Grade level analysis suggests that educational stability in ninth and twelfth grades may be particularly important to closing the high school graduation gap for students in foster care. A more comprehensive child welfare profile that includes frequency of residential moves, types of placements, and mental or behavioral health indicators was not included in analyses, and this limitation must be considered when using the results of this study to inform policy or practice.
Journal: Children and Youth Services Review - Volume 68, September 2016, Pages 193–201