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Education liaisons work to improve educational outcomes of foster youth: A mixed methods case study

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  • Weinberg, Lois A.
  • Oshiro, Michael
  • Shea, Nancy

Abstract

Education liaisons have been used to address educational barriers of foster youth and improve their educational outcomes. This mixed methods case study tests three propositions related to the educational outcomes of 32 foster youth whose education was supported by four education liaisons. The propositions tested focus on positive changes occurring on measures of school stability, school achievement, and school engagement; relationships existing between variables (e.g., school moves and attendance); and practices engaged in by the education liaisons being consistent with the reduction of risk factors and the increase of educational success of foster youth. Results show that although there was no statistically significant change on measures studied over a three-year period, nevertheless, some of the quantitative results are important (e.g. low rates of yearly school moves, high rates of attendance at traditional versus alternative schools), since they run counter to some research findings. Significant correlations were found between some of the variables (e.g., the number of school moves and attendance rates). Using a priori themes interview data show that the education liaisons built relationships with the youth, provided positive support, and troubleshot educational barriers, among other risk reducing and success building practices. Suggestions for further study are delineated.

Suggested Citation

  • Weinberg, Lois A. & Oshiro, Michael & Shea, Nancy, 2014. "Education liaisons work to improve educational outcomes of foster youth: A mixed methods case study," Children and Youth Services Review, Elsevier, vol. 41(C), pages 45-52.
    • Handle: RePEc:eee:cysrev:v:41:y:2014:i:c:p:45-52
    DOI: 10.1016/j.childyouth.2014.03.004
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    References listed on IDEAS

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    1. ,, 2004. "Problems And Solutions," Econometric Theory, Cambridge University Press, vol. 20(2), pages 427-429, April.
    2. ,, 2004. "Problems And Solutions," Econometric Theory, Cambridge University Press, vol. 20(1), pages 223-229, February.
    3. Pecora, Peter J., 2012. "Maximizing educational achievement of youth in foster care and alumni: Factors associated with success," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1121-1129.
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    Cited by:

    1. Goulet, Julie & Maltais, Christine & Archambault, Isabelle & Noël, Véronique & Guériton, Muriel, 2024. "Supporting academic achievement of children in out-of-home care through effective interventions: results of a systematic review and meta-analyses," Children and Youth Services Review, Elsevier, vol. 156(C).
    2. Sandh, Simon & Donaldson, Vernisa M. & Katz, Colleen C., 2020. "Students connected to foster care: An overview of high school experiences," Children and Youth Services Review, Elsevier, vol. 113(C).
    3. Lamb, Brittani A. & Lee, Knoo & Espinoza, Sarah M. & McMorris, Barbara J., 2022. "The power of connectedness: Associations between caring non-parental adult relationships, school attendance, and discipline among foster-involved youth," Children and Youth Services Review, Elsevier, vol. 142(C).
    4. Brady, Eavan & Gilligan, Robbie, 2019. "Exploring diversity in the educational pathways of care-experienced adults: Findings from a life course study of education and care," Children and Youth Services Review, Elsevier, vol. 104(C), pages 1-1.

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