Provide school-placement decision-makers with richer school information and strengthen transportation implementation to support school-of-origin stability¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report's interviewees identified two levers for improving school stability for students in foster care. First, those making best interest determination placements need better information about schools' "dual enrollment offerings, extracurricular activities, dedicated personnel to support high-need student groups, discipline policies, and other features." Second, although ESSA legislation addresses transportation through child-welfare/district agreements to promote school-of-origin continuation, implementation has been inconsistent and continues to affect stability.

Design Implications¶

Context¶

Requirements¶

• Best interest determination processes must involve the educational rights holder, the education liaison, and the placing agency in coordination with the student

Constraints¶

• Transportation agreements under ESSA have been implemented inconsistently, per professionals interviewed

Target Learners¶

• K–12 students in foster care

Target Learning Goals¶

• School stability and continuity of education placement

Claims¶

• Insufficient data systems, LCFF funding limits, transportation barriers, and child welfare capacity constraints impede coordinated support for students in foster care [+W]

Related Strategies¶

• Link education and child welfare data systems to make the foster care achievement gap visible and trackable

Examples¶

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Key Sources¶

• Ximenes Barrat, V., Diercks, C., Berliner, B., Derby, K., Chen Gaddini, M., & Pivnick, L. (2025). Revisiting California's invisible achievement gap: Trends in education outcomes of students in foster care in the context of the local control funding formula. WestEd. https://www.wested.org/resource/revisiting-californias-invisible-achievement-gap/