Characterizing Vulnerable Students Using Sociodemographic Information on Vital Birth Records: A Population-Based Examination

• In Event: Examining Agency, Experiences, and Discourses Across Educational Contexts

Abstract

This paper outlines the results of a child-focused, longitudinal approach to calculating and characterizing academically at-risk elementary school students using linked vital birth and public school records. Two California birth cohorts were followed in public school records through grade 5 in order to document identification as a homeless, foster, and/or special education (i.e., academically at-risk) student. Results show that 1 in every 6 students in this statewide cohort were classified as academically at-risk at least once during elementary school. This cumulative estimate is roughly twice that produced using annual counts. Results also indicate strong associations between sociodemographic characteristics observable at birth and future childhood adversities recorded in school records, including homelessness, foster care placement, and special education.

Author

• Regan Foust, University of Southern California