The Invisible Achievement Gap: Education Outcomes of Students in Foster Care in California's Public Schools
This first-of-its-kind analysis links data from California’s education and child welfare systems to create an education snapshot of K-12 students in foster care in California.
The report, written by WestEd’s Vanessa Barrat and BethAnn Berliner, details a previously invisible achievement gap between children in foster care and other students, including students with low-socioeconomic status, English language learners, and students with disabilities.
Key findings in this part 1 report, which cover the 2009-10 academic year, show that students in foster care:
- Constitute a subgroup that is distinct from low-income students
- Were consistently among the lowest performing subgroups academically in math and English
- Had the highest dropout rates and were less likely to graduate from high school than other students
- Were more likely than the general population to be enrolled in the lowest performing schools
- Were twice as likely to be designated with a disability, and five times more likely to be classified with an emotional disturbance
- Were more likely to change schools during the school year
Visit the Center for the Future of Teaching and Learning at WestEd for more information about the Center and its publications.
Subscribe to the E-Bulletin and receive regular updates on research, free resources, solutions, and job postings from WestEd.
Your download will begin after you subscribe, or choose no thanks.