Close monitoring of school experiences is important for children in their first year of foster care¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A planning study identified close monitoring of school experiences in the first year of foster care, and communication among social worker, foster family, and teacher, as key needs. → Sebring 2003

Evidence¶

Sebring 2003¶

Sebring, Penny Bender. (2003). Research Agenda 2004-2008. Consortium on Chicago School Research. https://www.consortium-chicago.org/publications

q2 · i? · associational · r?

The agenda reports a planning study conducted with Chapin Hall providing descriptive information about children who have been abused, neglected, and/or are in foster care. Its main finding emphasized "close monitoring of children's school experiences in the first year of entering foster care"; no effect size is printed.

"A main finding was the importance of close monitoring of children's school experiences in the first year of entering foster care, when the child needs considerable support, and the decisions about place- ment in programs or schools must be carefully considered."

Discussion¶

Learner Variables¶

• Adverse Experiences — predictor: learners who differ on it differ in outcomes

Related Claims¶

• At the close of the first full year, PKTP's communication about the importance of transition was unclear to many teacher and parent participants — related
• Teachers report that building trust is the first and most important goal with students in foster care, and that trust precedes willingness to work — related