Collective’s Report Examines Foster Youth Educational Outcomes
Collective's Report Examines Foster Youth Educational Outcomes | Diverse Diverse: Issues in Higher Education
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Less than half of California’s students in foster care enter postsecondary education within a year of graduation
A new report from The Foster Youth Pre-College Collective reveals that less than half of California’s students in foster care who complete high school enter postsecondary education within a year of graduation.
The Foster Youth Pre-College Collective
The Foster Youth Pre-College Collective is a collaboration of six leading California-based foster youth direct service provider organizations. With a collective mission to enhance educational supports for foster youth throughout the state, they serve over 3,000 students annually.
Destination Graduation: Investing in the Educational Attainment of California’s Youth in Foster Care
The report titled “Destination Graduation: Investing in the Educational Attainment of California’s Youth in Foster Care” highlights the challenges faced by youth in foster care due to trauma from family separation and chronic instability. It emphasizes the importance of addressing these challenges to improve educational outcomes for foster youth.
Contributing Factors
The report identifies several contributing factors that hinder educational attainment for foster youth. These factors include sparse coordination between child welfare and education systems, systemic racism and implicit bias within these systems that disproportionately affect minorities, and barriers to accessing necessary academic supports and resources.
Promising Practices
The report examines why public systems have struggled to respond to these barriers despite reform efforts. It also describes promising practices, such as intensive one-on-one interventions, that help foster youth complete high school and pursue post-secondary education.
Racial Injustice and Inequity
“Destination Graduation” concludes by highlighting the compounding reality of disproportional placement of African American and other youth of color into the child welfare system. It emphasizes that this perpetuates long-established racial injustice and inequity patterns. The report argues that investing in educational attainment can effectively break this cycle and prevent adverse outcomes for youth leaving foster care.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university | – Less than half of California’s students in foster care who complete high school enter postsecondary education within a year of graduation (mentioned in the article) – Sparse coordination between child welfare and education systems (mentioned in the article) – Barriers to receiving needed academic supports and resources (mentioned in the article) |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status | – Systemic racism and implicit bias within the child welfare and education systems that adversely affect minorities (mentioned in the article) – Disproportional placement of African American and other youth of color into the child welfare system (mentioned in the article) |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The issues highlighted in the article are connected to SDG 4: Quality Education and SDG 10: Reduced Inequalities.
2. What specific targets under those SDGs can be identified based on the article’s content?
Based on the article’s content, the specific targets identified are:
- Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university (under SDG 4)
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status (under SDG 10)
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Yes, there are indicators mentioned or implied in the article that can be used to measure progress towards the identified targets:
- Less than half of California’s students in foster care who complete high school enter postsecondary education within a year of graduation (mentioned in the article) – This indicates a lack of equal access to postsecondary education.
- Sparse coordination between child welfare and education systems (mentioned in the article) – This indicates a barrier to achieving equal access to education.
- Systemic racism and implicit bias within the child welfare and education systems that adversely affect minorities (mentioned in the article) – This indicates a lack of social inclusion and equality.
- Disproportional placement of African American and other youth of color into the child welfare system (mentioned in the article) – This indicates a lack of social inclusion and equality.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university | – Less than half of California’s students in foster care who complete high school enter postsecondary education within a year of graduation (mentioned in the article) – Sparse coordination between child welfare and education systems (mentioned in the article) – Barriers to receiving needed academic supports and resources (mentioned in the article) |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status | – Systemic racism and implicit bias within the child welfare and education systems that adversely affect minorities (mentioned in the article) – Disproportional placement of African American and other youth of color into the child welfare system (mentioned in the article) |
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Fuente: diverseeducation.com
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