The purpose of this study was to explore differences in the educational experiences and caregiver involvement in education using a matched sample of 28 youth residing with non-relative foster caregivers and 140 youth residing with their biological parents. The sample was retrieved from the Educational Longitudinal Study of 2002. Youth in foster care were significantly less likely to have been recognized for good grades or have aspirations to attend a university and, performed lower on standardized tests scores than children living with their biological parents. Youth in foster care were somewhat more likely to have been placed on in-school suspension and to have received disciplinary actions for breaking school rules. However, there were no between group differences on attendance or extracurricular involvement. Foster caregivers reported significantly more parent- and school-initiated communication than biological parents and there were no differences between the groups in their involvement in home and school activities to support education. Implications for social work practice and directions for future research are discussed.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 51/01M(E), Masters Abstracts International|
|Subjects:||Educational evaluation, Social work|
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