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Instability in Foster Care: How Transitions Into and Out of Foster Care Relate to School Discipline

S. Colby Woods,
Michael A. Gottfried,
Kevin A. Gee

Students in the foster care system tend to have lower educational outcomes than their peers, including more frequent disciplinary events. However, few studies have explored how transitions into and out of foster care placements are associated with educational outcomes. Using longitudinal data from four California school districts, this study investigated the dynamics of entering versus exiting foster care to predict school discipline and how this relationship ultimately influences absenteeism. Our findings suggest that students in foster care are more likely than their peers to face disciplinary action, especially exclusionary discipline, particularly when entering foster care. We also find suggestive evidence that disciplinary actions upon entry increase student absenteeism for students in foster care.

Keywords
foster youth; student discipline; California
Education level
K-12 Education
Topics
Student Well-Being and Mental Health
Tags
Students experiencing homelessness,
Student discipline,
Absenteeism
Download 07/2024
Document Object Identifier (DOI)
10.26300/pnr9-z594
EdWorkingPaper suggested citation:
Woods, S. Colby, Michael Gottfried, and Kevin Gee. (). Instability in Foster Care: How Transitions Into and Out of Foster Care Relate to School Discipline. (EdWorkingPaper: -990). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/pnr9-z594

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