Poster #38 - Transition-Age Youth in Foster Care: A Content Analysis of Education and Support Resources by State

• In Event: Friday Poster Reception

Abstract

Abstract (word count: 488/500) 

Introduction. Between 70-85% of transition-age youth (TAY) in foster care complete high school or a General Education Development (GED) program, but less than 10% earn a college degree. The Chafee Foster Care Program (Chafee) provides state funding for Independent Living Services (ILS), including life-skills training, housing assistance, and academic supports. Some states offer Education and Training Vouchers (ETV), which provide financial assistance for college education and training endeavors.3 Despite these available supports, research has found differences in Chafee service use by youth demographics and state policy context, and less than half of all ETV-eligible college-enrolled youth receive or use a voucher.  

Purpose. The present study explores how states promote academic- and transition-related resources and support services for TAY in foster care.

Methods. This study was a web-based content analysis of child welfare websites to examine the characteristics and availability of academic and transition-related services. The sample included public child welfare websites for all 50 U.S. states and Washington, D.C. The search process involved two team members who independently identified relevant state websites. Information was first reviewed through site navigation (e.g., tabs, menus). Site search functions were then used with keywords (e.g., “high school”, “college”, “postsecondary”) to capture all relevant services.  Programs offered by states that specifically served TAY with experience in foster care were included. Each state was coded for the presence of ILS/Chafee services, ETVs, and any other relevant services. Data from state websites were then extracted for each identified program, including the name, description, eligibility, and application process, as available. A third team member then reviewed and compared the results for each state, and categorized programs into the following groups: academic (high school), academic (college), education and financial assistance, employment & vocational, housing, mentoring, and independent living. 

Results. Across all 50 states and D.C., 47 states offered ILS/Chafee services, and 46 states offered ETVs.  Most states (n = 48) offered at least one additional support program. Across all states, a total of 263 programs were identified and categorized into key areas, including high school academic support (4%), college academic support (7%), education financial assistance (46%), employment & vocational (3%), housing (23%), mentoring (2%), and independent living (14%). Overall, findings highlight variation across states in terms of the (a) types of services provided, (b) availability and clarity of program information, (c) eligibility and application process, and (d) website accessibility. 

Conclusion. Findings reveal a wide range of services for youth transitioning out of foster care, but differences in how programs are promoted within and across states may create challenges for youth in need of support. Policy and program development should incorporate the experiences of youth when interacting with social services to ensure materials are accessible for youth, families, and staff. While this study focuses on how programs are presented on state websites, future research should engage child welfare directors and staff to deepen our understanding of effective program design and implementation for supporting youth with experience in foster care.

Authors

• Lauryn Marie Gaylord, University of Connecticut
  Non-Presenting Co-Author

• Anne Elizabeth Berset, University of Connecticut
  Presenting Author

• Preston Britner, University of Connecticut
  Non-Presenting Co-Author