Who are Serving Students Experiencing Homelessness in Charter Schools?

• In Event: Bridging the Gap: Supporting Children Experiencing Homelessness Through Schools and Social Services

Abstract

Objective. In the 2018–2019 school year, national data estimated that over 60,000 students experiencing homelessness were enrolled in charter schools (SchoolHouse Connection, 2020). Under the McKinney-Vento Homeless Assistance Act (MVA), all local educational agencies (LEAs)—including charter schools—are federally mandated to designate a homeless liaison responsible for identifying unhoused students and ensuring their equitable access to educational resources. While the law allows flexibility in staffing, it also stipulates that liaisons must have the capacity to fulfill a broad set of responsibilities, many of which are complex and time-intensive.

Much of the existing literature has explored how traditional public-school districts implement McKinney-Vento, with attention to liaison practices and institutional support structures (Havlik et al., 2020; Ingram et al., 2017; Mullins et al., 2016; Pavlakis & Duffield, 2017; Wilkins et al., 2016). However, there remains limited scholarship on how charter schools—especially smaller, single-site operators—designate staff for this role and how these individuals interpret and carry out their responsibilities. This study investigates how charter schools across three states select homeless liaisons and how these staffing decisions shape their ability to fulfill federally mandated duties.

Theoretical Framework. This research draws on organizational role theory, focusing on the constructs of role ambiguity, role conflict, and role overload. Role ambiguity refers to unclear expectations surrounding job functions (Katz & Kahn, 1978); role conflict arises when individuals face contradictory demands; and role overload occurs when task expectations exceed available time or resources (Rizzo, House, & Lirtzman, 1970; Duxbury et al., 2018). These constructs help examine how designated liaisons balance their primary professional roles with their McKinney-Vento obligations.

Methods and Data Sources. This mixed-methods study combines qualitative content analysis and semi-structured interviews. We focused on charter schools in Los Angeles County, Massachusetts, and Rhode Island. First, we compiled a list of each school’s designated homeless liaison from state education agency websites. We then matched these names to official job titles listed on each charter school’s website.

Using an inductive coding strategy based on Elo and Kyngäs (2008), we categorized the liaison positions into four types: (1) business and operations personnel, (2) school/network leaders, (3) student and family support staff, and (4) clinical staff (e.g., counselors, nurses). We then conducted 25 in-depth interviews with liaisons and school leaders to understand the rationale behind their assignments and how they experienced their dual roles.

Primary Findings. More than half of the liaisons held roles in operations or leadership—positions like principals, chief operating officers, or executive directors. While these staff had institutional authority to address compliance and logistical needs, many lacked regular contact with students and families or the bandwidth to meet MVA’s relational and outreach responsibilities. A subset of schools adopted innovative team-based liaison models to distribute the workload more effectively.

Significance. This study provides one of the first cross-regional examinations of McKinney-Vento implementation in charter schools. By mapping patterns in role assignment and capacity, it offers actionable insights for school leaders and policymakers seeking to strengthen supports for students experiencing homelessness.

Author

• Earl James Edwards, Boston College
  Presenting Author