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Child Protective Services and the Achievement Gap

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  • Piescher, Kristine
  • Colburn, Gregg
  • LaLiberte, Traci
  • Hong, Saahoon

Abstract

This study compared the academic performance of youth at varying levels of child protection system (CPS) involvement to understand whether a CPS achievement gap existed, and if so, whether more extensive involvement in CPS was associated with poorer academic performance. Standardized test scores of math and reading were compared for youth in the general population (who had no CPS involvement; n=410,491), youth with CPS involvement but no out-of-home placement (n=6,875), and youth with CPS involvement that led to an out-of-home placement (n=2,122). Significant evidence of an achievement gap for youth involved in CPS existed, even after controlling for socioeconomic status and race. More extensive CPS involvement appeared to be associated with significantly poorer performance but this difference disappeared when controlling for socioeconomic status and race. Findings suggest a need for policies that support collaboration, training and information sharing between CPS and school systems as well as specific CPS assessment and intervention strategies. The troubling consequences of the achievement gap provides a dire warning to the people and institutions charged with the care and education of youth in CPS. The CPS achievement gap identified in this study is an additional barrier that these vulnerable youth must overcome as they transition to adulthood.

Suggested Citation

  • Piescher, Kristine & Colburn, Gregg & LaLiberte, Traci & Hong, Saahoon, 2014. "Child Protective Services and the Achievement Gap," Children and Youth Services Review, Elsevier, vol. 47(P3), pages 408-415.
    • Handle: RePEc:eee:cysrev:v:47:y:2014:i:p3:p:408-415
    DOI: 10.1016/j.childyouth.2014.11.004
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    References listed on IDEAS

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    1. Jones, Annette Semanchin & LaLiberte, Traci & Piescher, Kristine N., 2015. "Defining and strengthening child well-being in child protection," Children and Youth Services Review, Elsevier, vol. 54(C), pages 57-70.
    2. Kirkøen, Benedicte & Engell, Thomas & Follestad, Ingvild B. & Holen, Solveig & Hagen, Kristine Amlund, 2021. "Early academic struggles among children with home-based support from child welfare services," Children and Youth Services Review, Elsevier, vol. 131(C).
    3. Sanders, Jane E. & Fallon, Barbara, 2018. "Child welfare involvement and academic difficulties: Characteristics of children, families, and households involved with child welfare and experiencing academic difficulties," Children and Youth Services Review, Elsevier, vol. 86(C), pages 98-109.
    4. Hong, Saahoon & Choi, Won Seok & Piescher, Kristine N. & Zhang, Yanchen & Rhee, Taeho Greg, 2020. "Does open enrollment policy improve academic performance among students involved with child protective service? Findings from Minnesota-linking information for kids," Children and Youth Services Review, Elsevier, vol. 108(C).

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