Readiness for college engagement among students who have aged out of foster care

This study compares self-reported readiness to engage in college between a sample of 81 college freshmen who aged out of foster care prior to or while attending a large four-year public university and the national freshman population. Results indicate that students from foster care are significantly different from their non-foster-care peers in their readiness to engage in college. The results also show that foster youth are less well prepared academically upon entering college and this performance gap persists through the first semester of college. These findings are examined in the context of the current literature on foster youth. Limitations of the study and implications for future research and practice are discussed.

► College freshmen who have aged out of foster care lag behind their peers in academic achievement.
► Foster youth report generally more motivation to engage in college compared to other freshmen.
► Foster youth report significantly less family support compared to other freshmen in college.
► Optimal preparation for college requires an accurate understanding of foster youths' needs.