The relationship between school mobility and students in foster care earning a high school credential |
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| Affiliation: | 1. Department of Applied Psychology and Counselor Education, University of Northern Colorado, United States;2. Department of Applied Statistics and Research Methods, University of Northern Colorado, United States;1. Department of Clinical Epidemiology and Biostatistics, McMaster University, 205-1228 Homer Street, Vancouver, BC V6B 2Y5, Canada;2. School of Nursing, University of Ottawa, 451 Smyth Road, RGN3052, Ottawa, ON K1H 8M5, Canada;3. Department of Psychiatry and Behavioural Neurosciences, McMaster University, McMaster Innovation Park, Suite 207A Room 217, 175 Longwood Road S., Hamilton, ON L8P 0A1, Canada;4. Department of Clinical Epidemiology and Biostatistics, McMaster University, McMaster University MIP 309A, 175 Longwood Rd. S., Hamilton, ON L8P 0A1, Canada;5. Department of Clinical Epidemiology and Biostatistics, McMaster University, McMaster University CRL-102, 1280 Main Street West, Hamilton, ON L8S 4K1, Canada;1. Division of Special Education and Counseling, California State University, Los Angeles, United States;2. Graduate School of Education and Information Studies, University of California, Los Angeles, United States;3. Mental Health Advocacy Services, Inc., Los Angeles, CA, United States |
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| Abstract: | 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. |
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