School change, academic progress, and behavior problems in a sample of foster youth

This study examined the effect of school change on academic progress and behavioral problems. While the effect of placement change on behavioral problems, and case outcome has received considerable attention in the literature; its close correlate school change has largely been ignored. This paper addresses that gap. Structured interviews were used to collect retrospective data on youth's educational experiences while in foster care (n = 159). Youth reported a mean of 7.35 placement changes, and a mean of 8.26 school transfers during their average of 6.6 years in care. Almost 50% of youth lagged behind their expected grade in school according to their age. Results showed no statistically significant relationships between number of school changes and academic progress as hypothesized. However, school change was significantly correlated with an increase in behavioral problems.