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Policy analysis of the Educational Rights and Stability for Foster Youth Act of 2003

Author: Lauren Padilla
Publisher: [Long Beach, California] : California State University, Long Beach, 2011.
Dissertation: M.S.W. California State University, Long Beach 2011
Series: California State University, Long Beach.; Master's thesis collection, School of Social Work.
Edition/Format:   Thesis/dissertation : Thesis/dissertation   Computer File : English
Summary:
Abstract: The purpose of this study was to analyze the Educational Rights and Stability for Foster Youth Act of 2003. Findings showed that children in foster care face many challenges in their educational attainment, including problems in the educational system that deters students. Studies have revealed that children in foster care have lower overall academic achievement compared to youth in the general population  Read more...
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Details

Genre/Form: Academic theses
Material Type: Thesis/dissertation, Internet resource
Document Type: Book, Computer File, Internet Resource
All Authors / Contributors: Lauren Padilla
ISBN: 9781124852461 1124852468
OCLC Number: 1088420724
Description: 1 online resource (vi, 62 leaves)
Series Title: California State University, Long Beach.; Master's thesis collection, School of Social Work.
Responsibility: by Lauren Padilla.

Abstract:

Abstract: The purpose of this study was to analyze the Educational Rights and Stability for Foster Youth Act of 2003. Findings showed that children in foster care face many challenges in their educational attainment, including problems in the educational system that deters students. Studies have revealed that children in foster care have lower overall academic achievement compared to youth in the general population including: poorer grades, less participation in extracurricular activities, lower graduation rates, higher absenteeism, disciplinary actions and grade retention. The policy's intention is to amend the way the California child welfare and school systems address these issues by creating new protocol for decision-making and mandating equity, immediate enrollment, and protection for grades and credits. Although successful in drawing attention to these issues, the policy is underfunded and failed to delegate responsibilities to specific entities leading to problems in collaboration and implementation.

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