Education Attainment of Youth in Foster Care Essay Example

years.

The 9 percent is a significant number as it represents hundreds of thousands of children. Currently, there are about 518,000 American children in foster care facilities across the United States (Lips, 2007). Hence, every year over 20,000 youths exit foster care due to reaching the age limit. Furthermore, the welfare of foster children is governed by the Bill of Rights for foster children, which serves as another crucial policy document.

All 518,000 children and youths in foster care receive education benefits, although these benefits are not fully available after they turn 18 and are no longer under foster care.

Policy

The federal policies governing foster care facilities are based on the Code of Federal Regulations. The Department of Education, in collaboration with other departments, requires that these facilities provide children with the necessary education skills, similar to other children in the U.S. Policies such as No Child Left Behind have played a crucial role in ensuring that children in foster care facilities benefit from the American education system (Santich and Sentinel, 2013). Policymakers set expectations to ensure that youths in foster care are equipped not only with education skills but also social skills that will help them become independent after leaving foster care. These policies have been successful in providing a healthy living environment, educational skills, and moral development to victims.

The advantages of being in foster care facilities for children include having access to healthy environments and receiving free education, which includes elementary and secondary schooling. However, it is important to note that some young individuals leave foster care before completing high school, which negatively impacts their ability to pursue higher education. The success of foster care can

be seen in the estimated national count of 518,000 youths in foster care, with 20,000 leaving each year upon turning 18 (Lips, 2007). Despite the acknowledged achievements of foster care policies in supporting disadvantaged youth in the United States, these policies still have unintended consequences.

The text below discusses the consequences faced by youths in foster care facilities who do not graduate, whether it be from high school or college. Various difficulties that these foster children encounter in their education and within the child welfare systems are emphasized by researchers. Prather (2015) states that one of the main issues is the instability caused by out-of-home placements, resulting in frequent transfers as children change schools after moving to a new address. A report from the Vera Institute of Justice illustrates this problem, revealing that 42 percent of children in New York City who entered foster care between 1995 and 1999 switched schools within 30 days (Lips, 2007).

Studies show that frequent school changes and disruptions in the learning process can greatly affect students' development. These changes result in gaps in their education and necessitate adaptations to new classrooms, teachers, and classmates. As a result, students may experience emotional instability and unrest due to the loss of social networks and peer relationships. Professionals working with foster care emphasize the importance of policy changes that aim to reduce instability for effective educational systems.

The lack of life skills instruction and preparation for independence is an unintended consequence of foster care policies. Children in foster care facilities frequently lack a basic social support system, which former foster children stress the significance of developing life skills and preparing for adulthood. These components

are essential to their adult experience (Zetlin et al., 2012). Adults who have been in foster care state that they miss these vital components, leading to various challenges in adulthood. Additionally, youth in foster care also face the negative effect of losing cultural sensitivities.

The U.S. Department of Health and Human Services reported in 2003 that over 61 percent of children in foster care belonged to ethnic minorities (Lips, 2007). This indicates a lack of representation for the ethnic majority. Consequently, foster children frequently find themselves in diverse ethnic settings, which some researchers view as a potential challenge. Additionally, many young individuals leave foster care before finishing high school or college. Once they turn 18 years old, these individuals are regarded as adults and lose their child benefits. As a result, youth from foster care often encounter difficulties when attempting to integrate into the workforce due to their inadequate skills compared to their peers from stable families.

Review of existing interventions

Both the federal government and state governments have recognized the challenges faced by young people in foster care. They have implemented measures to ensure that individuals in these facilities receive equal services compared to those from stable families. In October 2010, the U.S. federal government passed the Fostering Connections to Success and Increasing Adoptions Act, which made youths aged 21 years eligible for Title IV-E payments (Jim Casey Initiative, 2013). Consequently, states can extend education payments for youths in foster care or those who have already left foster care to provide necessary support. These payments encompass not just education funding but also vocational training and participation in programs and activities aimed at

promoting employment opportunities and removing barriers. This intervention will enhance the competitiveness of foster care youths. Furthermore, Florida has established the Florida Reach Network to assist foster care youths of all ages in pursuing higher education.

Despite the federal government's policy change, there are still gaps in addressing the challenges faced by youths in foster care. These gaps include a lack of sufficient college education for these youths, resulting in many not completing their education by age 21 (Cox, 2012). Additionally, there is a failure to address cultural sensitivity within foster care. Lastly, the policy changes do not tackle the issue of providing life skills instruction and preparation for independence once these youths leave foster care.

A Proposed Program in Miami Dade County

According to statistics from Florida, 85 percent of youths from foster care are unemployed, with 38 percent lacking high school or college certificates and 24 percent experiencing homelessness as adults (Florida Colleges Access Network, 2014).

The proposed intervention aims to improve the issue of foster care youths in South Florida by addressing the challenges they face. It is recommended that policy makers in Miami Date County introduce policies to track the progress of these youths from the time they enter foster care until they reach the age of eighteen. This is particularly important as many of these youths are either completing their high school education or already possess high school certificates. To support them, policy makers should ensure continuous funding for those who have not completed high school and facilitate their transition into higher education institutes. In order to monitor and fund these initiatives effectively, the county should hire ten full-time college coaches from Florida International

University and Miami Dade College, which are located in Miami Dade County.

The hired coaches will improve the connection between youths from foster care and society at large, while also helping them overcome cultural sensitivity issues. These coaches will play a vital role in teaching life skills to foster care youths in these institutions and preparing them for independent adulthood. With the introduction of the tracking process, youths who leave foster care facilities in Miami Dade County will continue to receive education funding and guidance, ensuring they have access to all education benefits.

Conclusion

Placing children in foster care in the U.S dates back to the mid-19th century when a federal government minister named Brace noticed a high number of immigrant children without homes. Since the introduction of these facilities, various policies and laws have been implemented to ensure that foster care youths receive the same education benefits as children from stable families. The Fostering Connections to Success and Increasing Adoptions Act, introduced in October 2010, is a crucial measure in addressing the limited education attainment of foster care youths.

However, the proposal for Miami Dade County is crucial in addressing the gaps left unaddressed by the act, as it provides funding for these youths until they reach 21 years of age.

References

• Cox, T.L. (2012).Improving Educational Outcomes for Children and Youths in Foster Care.Children; Schools, 35(1), 59-62. doi:10.1093/cs/cds040
• Dworsky, A., ; Courtney, M.E. (2010). Assessing the Impact of Extending Care beyond Age 18 on Homelessness: Emerging Findings from the Midwest Study. Chicago: Chapin

Hall at the University of Chicago.

The text provides a citation for an article titled "FOSTER CARE EXTENDED TO AGE 21" available at www.jimcaseyyouth.org/foster-care-to-21. It also includes another article by Lips, D., published on June 5th, 2007, which discusses the need for improved educational opportunities for children in foster care and can be found at http://www.heritage.org/research/reports/2007/06/foster-care-children-need-better-educational-opportunities. The third source listed is an article by Prather, J., published in 2015, but no further details about its content are provided.

Improving educational outcomes for youth in foster care: We can do better. PsycEXTRA Dataset. doi:10.1037/e430392008-002

• Rios, S. (2014). Children's Academic Achievement and Foster Care. PEDIATRICS, 135(1), X26-X26. doi:10.1542/peds.2014-2448d
• Santich, K., ; Sentinel, O.

(2013, May 9). Florida foster care changes: New laws in Florida will make life more normal for foster kids - tribunedigital-orlandosentinel. Retrieved from http://articles.orlandosentinel.com/2013-05-09/news/os-new-laws-foster-kids-20130509_1_foster-kids-foster-care-fewer-kids

(2012). The article titled "The educational needs of children in foster care: are they being addressed?" is published in the journal Children & Schools, volume 25(2), pages 105-119. It discusses whether the educational needs of children in foster care are being met. The article can be accessed at doi:10.1093/cs/25.2.105.