Official Title: The Children's Stability & Well-Being Study: Qualitative Analysis of the Educational Stability of Children in Foster Care
Research Lead: David M. Rubin, MD, MSCE
Supported By: William Penn Foundation
Dates: August 2009-July 2010
Background
In 2008, the Fostering Connections to Success and Increasing Adoptions Act made it a federal mandate to promote the educational stability of children in foster care. Educational instability is associated with lower standardized test scores, higher rates of grade failure, and lower rates of high school graduation. Cross-system barriers between education and child welfare systems may exacerbate such outcomes.
Aim
- Conduct focus groups to determine strategies for improving the ways the educational needs of children in foster care are met.
Methods
Study Design: Informational focus groups with adults involved in the child welfare and education systems.
Population: 10 to 15 participants from each of the following groups will participate: foster parents of children enrolled in CSAW, Philadelphia School District teachers and school counselors, Philadelphia Department of Human Services caseworkers, and foster care agency caseworkers.
Progress
The focus group phase of the study is expected to begin December 2009 and last approximately two months.
