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Context matters: Experimental evaluation of home-based tutoring for youth in foster care

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  • Zinn, Andrew
  • Courtney, Mark E.

Abstract

A large body of work has documented significant educational delays and other challenges among children in foster care. In response, child welfare agencies have developed different policies and practices to help monitor, support, and advocate for foster children's educational needs. An important example of these efforts is tutoring programs for children in foster care. The current study uses random assignment to evaluate the impact of an individualized, home-based tutoring program on the academic performance and educational outcomes of a group of adolescent foster youth in Los Angeles County, CA. Data were collected via multi-wave, in-person interviews of 465 foster youth. No statistically significant impacts are found on any included measures of academic ability or other educational outcomes. Substantial proportions of both control and program groups report receipt of tutoring from school, which may partly account for the finding of no effect.

Suggested Citation

  • Zinn, Andrew & Courtney, Mark E., 2014. "Context matters: Experimental evaluation of home-based tutoring for youth in foster care," Children and Youth Services Review, Elsevier, vol. 47(P3), pages 198-204.
    • Handle: RePEc:eee:cysrev:v:47:y:2014:i:p3:p:198-204
    DOI: 10.1016/j.childyouth.2014.08.017
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    References listed on IDEAS

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    1. Flynn, Robert J. & Marquis, Robyn A. & Paquet, Marie-Pierre & Peeke, Lisa M. & Aubry, Tim D., 2012. "Effects of individual direct-instruction tutoring on foster children's academic skills: A randomized trial," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1183-1189.
    2. Harper, Julie & Schmidt, Fred, 2012. "Preliminary effects of a group-based tutoring program for children in long-term foster care," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1176-1182.
    3. Zorc, Catherine S. & O'Reilly, Amanda L.R. & Matone, Meredith & Long, Jin & Watts, Caroline L. & Rubin, David, 2013. "The relationship of placement experience to school absenteeism and changing schools in young, school-aged children in foster care," Children and Youth Services Review, Elsevier, vol. 35(5), pages 826-833.
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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. Marion, Élodie & Mann-Feder, Varda, 2020. "Supporting the educational attainment of youth in residential care: From issues to controversies," Children and Youth Services Review, Elsevier, vol. 113(C).
    3. Evans, Rhiannon & Hallett, Sophie & Rees, Alyson & Roberts, Louise, 2016. "The acceptability of educational Interventions: Qualitative evidence from children and young people in care," Children and Youth Services Review, Elsevier, vol. 71(C), pages 68-76.
    4. Harper, Julie & Schmidt, Fred, 2016. "Effectiveness of a group-based academic tutoring program for children in foster care: A randomized controlled trial," Children and Youth Services Review, Elsevier, vol. 67(C), pages 238-246.

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