Educational Supports for Middle School Youths Involved in the Foster Care System

Abstract

Despite our knowledge of poor educational outcomes for youths in foster care, the literature on methods or models for addressing the needs of this vulnerable group of students remains extremely limited. Therefore, the purpose of the present study is to describe a school-based educational support model that provides advocacy, tutoring, and mentoring for middle school youths involved in the foster care system. Preliminary outcomes for youths served are explored, with an emphasis on the use of curriculum-based measures for identifying skill deficits and monitoring progress in basic reading skills. Youths served demonstrated practically significant growth in basic reading skills at a level necessary to close the gap between their and their middle school peers' reading skills. Preliminary outcomes suggest that this model holds promise for addressing the educational needs of youths in foster care. Aspects of the model that could feasibly be incorporated into existing programs are described.