Goal 3
Young Children Enter School Ready to Learn
According to the American Academy of Pediatrics, children in foster care have higher rates of physical, developmental, and mental health problems, and may enter into foster care with unmet medical and mental health needs. These critical health needs must be addressed in the early years in order to ensure that young children are developing appropriately and will be ready to benefit from school. Critical to addressing the learning needs of young children is linking them to the full range of screening and early intervention services available.
Benchmarks
A. Young children have all the appropriate health interventions necessary, including enrollment in the Medical Assistance Early Periodic Screening, Diagnosis, and Treatment (EPSDT) Program, and receive comprehensive evaluations and treatment.
E. Children under age three with developmental delays, or a high probability of developing such delays, are identified as early as possible, promptly referred for evaluation for early intervention services, and promptly evaluated and served.
B. Young children are given special prioritization and treatment in early childhood programs (including Head Start, Early Head Start, and preschool programs).
F. Young children at high risk of developmental delays are screened appropriately and qualify for early intervention services whenever possible.
C. Young children receive developmentally appropriate counseling and supports in their early childhood programs with sensitivity to their abuse and neglect experiences.
G. Children under age three who have been involved in a substantiated case of child abuse and neglect, who have been identified as affected by substance abuse or withdrawal symptoms resulting from prenatal drug exposure, or who have experienced a substantiated case of trauma due to exposure to family violence are referred to the early intervention system for screening.
D. Young children have caretakers who have been provided information on the children’s medical and developmental needs, and who have received training and support to be effective advocates.
H. Children with disabilities ages three to school age are referred and evaluated, and receive appropriate preschool early intervention programs.
What the Data Tells Us
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Young children in foster care are more likely to have experienced adverse childhood experiences that are harmful to their development, such as prenatal exposure to drugs or alcohol, abuse or neglect, and parental death or incarceration. (i.e. NSCAW-II; Bramlett & Radel, 2014)
Children in foster care are 4-5x more likely to experience developmental delays than the general population. (i.e. NSCAW-II)
Children with child protection involvement generally fare worse across early academic and developmental outcomes, even when compared to children experiencing other forms of socioeconomic disadvantage (i.e. Kovan et. al, 2014; Pears et. al 2011; Pears et. al 2010; Fantuzzo & Perlman 2007).
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A national study of young children referred to the child welfare system found that those who received highly rated center-based early childhood education had better language outcomes 18 months later than those who did not receive these services (Merrit & Klein, 2015).
While studies vary, research generally demonstrates that Head Start improves school readiness, child well-being, and future outcomes for students in foster care (i.e. Lipscomb et. al, 2013; Lee 2015; Lee 2019).
These programs are rarely enough to close gaps between children in foster care and their peers, demonstrating the need for ongoing supports throughout a child’s education (i.e. Kovan et. al, 2014; Sattler & Font, 2018).
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One study found that fewer than 1 in 4 children in foster care who may qualify for early intervention services were receiving them (Casanueva, Smith, Ringeisen, Dolan, Testa, & Burfeind, 2020).
Of all children eligible for Early Head Start (including all 0-2 year olds in foster care), only roughly 12% are enrolled.
As of 2023-24, roughly 25,000 children in foster care were enrolled in a Head Start program, but about 100,000 were eligible.
A study of children ages birth to 3 involved in child welfare investigations estimated that over 35% had delays or risk factors that would make them eligible for early intervention services, but only 12.7% of those in need were receiving services. (Casanueva, Cross, & Ringelsen, 2008)
As of 2023 federal data (see Table 6-8), only seven states reported that they refer 100% of eligible children who have experienced substantiated maltreatment to Part C agencies. The average of reporting states was 44%, and 21 states did not report any data on their referrals.
For more information about this research, view our brief: Exploring Education Outcomes: What Research Tells Us
Federal Law and Policy
Head Start/Early Head Start: Under federal law, all children in foster care are eligible for the Head Start program (Early Head Start for children 0-2). These programs provide free child care and other services that support child development, such as developmental screening and parental education.
The Individuals with Disabilities Education Act (IDEA) Part C serves infants and toddlers who have developmental delays or who are at risk of developing delays due to a diagnosed medical condition.
The Child Abuse and Prevention Act (CAPTA) requires any child under the age of three who is the victim of a substantiated case of abuse or neglect to be referred to Part C intervention.
Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) is a federal mandate within Medicaid that requires states to provide comprehensive and preventive health services for children under age 21 who are eligible for Medicaid. EPSDT applies to nearly all children in foster care, since they are categorically eligible for Medicaid.
The school stability protections in ESSA (see Goal Page 1 on School Stability) apply to public preschool programs as well as K-12 schools. Recent joint federal guidance clarified that “If [a local education agency] offers a public preschool education, it must implement the Title I educational stability provisions for children in foster care in preschool, including ensuring that a child in foster care remains in their preschool of origin, unless a determination is made that it is not in the child’s best interest.”
State Law and Policy:
Illinois: Public Act 102-926: Established that children up to age 3 who are involved in the state’s child welfare system are automatically eligible for early intervention services such as speech or behavioral therapy. It also grants automatic eligibility for the state’s Child Care Assistance Program to parenting youth in foster care and kin caregivers who are part of Illinois’ Extended Family Support Program.
Michigan: All children in foster care are automatically eligible for day care benefits regardless of parental income, and all foster children ages 0-3 must be screened for early intervention services through Early On.
Florida: §39.4023(4)(d)(5)(e): Requires child welfare agencies to minimize educational placements and prioritize stability and attachment for infants and young children. When a program change is necessary, agencies must create a transition plan that accounts for the child’s developmental stage and caregiver bonds, and gives them age-appropriate prior notice, including the “opportunity to say goodbye to important figures in the educational environment.”
Kansas: The state’s Foster Care Child Care Program within its Child Care Assistance Program is designed specifically to support foster caregivers. It provides financial sponsorship and payments through EBT cards for eligible provider expenses.
See all state IDEA Part C Regulations and Policies through the Early Childhood Technical Assistance Center
