Goal 8
Youth Have Supports to Enter into and Complete Postsecondary Education
Like other students, youth in care want postsecondary education; however, studies indicate that they realize this dream less frequently than the general population. To achieve their full potential, older youth in care and those exiting care need support and opportunities to participate in a wide range of postsecondary programs. Research shows that education outcomes improve when youth can stay in care beyond age 18. In addition, these youth need career and college counseling, assistance with applications and financial aid, and support while participating in their educational program of choice.
Benchmarks
A. Youth are exposed to postsecondary education opportunities, and receive academic support to achieve their future education goals.
E. Youth over 18 can remain in care and under the courts’ jurisdiction to receive support and protection while pursuing postsecondary education.
B. Youth in care and youth who have exited care (because of age or because their permanency objectives have been reached) have financial support or tuition fee waivers to help them afford postsecondary education.
F. Youth have access to academic, social, and emotional supports during, and through completion of, their postsecondary education.
C. Youth have clear information and concrete help with obtaining and completing admission and financial aid documents.
G. Youth with disabilities pursuing higher education goals receive the supports to which they are entitled to under federal and state laws.
D. Youth have access to housing during postsecondary school vacations or other times when school housing is unavailable.
What the Data Tells Us
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While 70-84% of youth in foster care want to go to college, only 29-64% enroll in some form of postsecondary education, and just 8-12% complete a postsecondary degree.
One study found that mobility in foster care was significantly associated with going to college, with more frequent placement changes decreasing youths’ odds of enrolling in college.
Youth residing in a group care setting are less likely to advance in their educational attainment than youth in foster care homes.
Nearly half of former foster youth surveyed in a California said they did not receive enough help from others to attend college.
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Youth who stay in extended foster care had significantly better high school graduation rates and rates of postsecondary enrollment.
Older youth in care at age 19 have higher odds of being enrolled in school and receiving educational aid as compared to peers who leave foster care before their 19th birthday.
Researchers found that youth with foster care experience using Independent Living Services were significantly more likely to complete postsecondary education and to work full-time.
In a qualitative study, young adults with foster care experience identified “safe havens,” including school environments that provided a refuge from stresses in other parts of their lives, as turning points in their lives that led them to pursue a postsecondary education.
A study of California youth found that the number of “institutional agents” (e.g., foster parent, social worker, independent-living-program staff, attorney) identified by foster youth as being supportive, as well as receiving encouragement from school personnel, significantly increased the likelihood of enrolling in college. For each additional institutional agent or supportive adult the youth could identify, their odds of enrolling in college increased by 39%.
Another study found that forming consistent relationships with caring adults had a positive impact on foster youth’s pursuit of higher education—including by providing critical information about preparing for and applying to college, navigating the college experience, and serving as a supportive person to help them succeed academically.
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Once in College, Youth Face Significant Barriers to Success
Youth in foster care are more likely to drop out of college than their peers.
However, emerging evidence indicates the strong value of foster youth participating in campus support programs. For some campus-based support programs, the retention rates among involved students with foster care experience approach or are even higher than the general student population.
In one study, for example, foster youth who participated in a campus support program were twice as likely to persist in college than those who did not.
Academic Needs in College
A study of college preparedness found that former foster youth were overall “underprepared” for college work compared to their peers without foster care experience and had lower rates of successful completion and degree attainment.
One study found that only 25% of former foster youth in college were reading at or above grade level at age 17.
In another study, former foster youth described challenges in being academically successful in college and not being fully prepared by their high school experience to be successful college students.
Mental Health Needs in College
Youth identified mental health concerns as significant barriers to their success in college, and reported diagnoses of anxiety, depression, and PTSD.
In one study, students participating in a campus-based program spoke about how the “most important benefit” they received from the program was a sense of belonging to a community of people who had similar backgrounds and experience.
Financial Instability in College
Financial instability is a key factor contributing to college dropout rates among youth with foster care experience, as the combined financial aid students receive often falls short of covering their total college and related living expenses.
Students with foster care experience often come from economically disadvantaged backgrounds and attend under-resourced schools, and are at greater risk of experiencing homelessness and food insecurity while in college.
A national study using the National Youth in Transition Database (NYTD) found that states with tuition waivers, on average, have postsecondary enrollment rates 29% higher than states without tuition waivers.
Receiving a federally-funded educational voucher to pay for college expenses has been associated with higher graduation rates.
For more information about this research, view our brief: Exploring Education Outcomes: What Research Tells Us
Federal Law & Policy
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The Chafee program allows states to provide services and supports to older youth to support attendance in a postsecondary education or training program.
States can use Chafee funding for various purposes related to postsecondary success, including providing education assistance, career supports and services, and mentoring.
In 2002, Education Training Vouchers (ETVs) were added to the Chafee Program. Eligible students who have experienced foster care after age 14 can receive vouchers of up to $5,000 per year for postsecondary education and training. The program provides assistance to young people up to age 26, and students can receive a voucher for up to 5 years.
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Extended foster care: Under Fostering Connections, states were given the option to extend foster care beyond age 18. See 42 U.S.C. § 675(8). Research shows that allowing foster care to continue beyond age 18 is critical to help young adults pursue and persist in postsecondary programs.
Youth-driven transition planning: Fostering Connections also has provisions to facilitate a successful transition to adulthood.
Beginning at age 14, the child’s case plan must include “a written description of the programs and services which will help such a child prepare for the transition from foster care to a successful adulthood” which should include education-related planning.
At age 14, youth must be provided a list of their rights as part of the case planning process. The list of rights must be part of the case plan and should address “education, health, visitation, and court participation,” the right to discharge documents, and to “stay safe and avoid exploitation.”
Additionally, transition planning must occur during the 90-day period before a child turns 18 (or older if state law allows). The transition plan should include specific options on housing, health insurance, education, local opportunities for mentors and continuing support services, and work force supports and employment services. See 42 U.S.C. § 675.
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This Act included several amendments to increase foster students’ access to post-secondary education.
Youth in foster care (including youth who have left foster care after reaching age 13) are automatically eligible for all TRIO programs. The federal TRIO programs support at-risk junior high and high school students to graduate from high school, enter college, and complete their degrees. These programs include Talent Search, Upward Bound, Student Support Services, Educational Opportunity Centers, Staff Development Activities, and Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR-UP).
Student Support Services funds can be used for securing temporary housing during breaks in the academic year for students in or aging out of foster care.
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Under the Family First Prevention Services Act of 2018, states were given the option to provide aftercare services to students in foster care to age 23.
This law also broadened eligibility for federal assistance: Chafee eligibility was extended to age 23 in states and tribes that opted to receive federal reimbursement to extend foster care to age 21, and states were allowed to extend ETV eligibility to age 26 (previously 23).
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The Individuals with Disabilities Education Act (IDEA), Part B requires that the Individualized Education Program (IEP) in effect when the child is 16 provide “appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills.” Some states require that this transition planning begin earlier.
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The Free Application for Federal Student Aid (FAFSA) is an application used by Federal Student Aid, an office in the U.S. Department of Education. The application is used to determine the type and amount of federal financial aid (grants, work-study, and loans) for which each student is eligible. If a youth is considered “independent,” only the youth’s income — not the parent’s or guardian’s—is considered when determining the student’s eligibility for financial aid. In most cases, this means the youth will be eligible for the maximum financial aid available. Federal law makes clear that an “independent student” includes a youth who is “an orphan, in foster care, or a ward of the court at any time when the individual was 13 years of age or older.”
The FAFSA Simplification Act (FSA) aims to reduce the barriers that students with foster care experience may face when completing the FAFSA. Under the FSA, it is easier for students to receive and retain “independent student” status. For example, under the FSA, students who are in or have transitioned from foster care do not need to annually redetermine their independent student status and are entitled to an initial independent student status determination as quickly as practicable.
State Law & Policy
Texas- HB 928(2017): Requires local education agencies (LEAs), along with community resource groups, to provide foster youth transitioning to higher education with the resources and guidance they need for successful entry. This includes assistance with college and financial aid applications, campus visits, scholarships, college entrance exams, and coordination with liaison officers for former foster youth.
Virginia-HB 700 (2024): Waives tuition, fees, and room and board costs for youth in foster care who entered care after age 14 and are pursuing an associate or bachelor's degree. Colleges must also designate a point of contact to support those students, including with financial aid and any associated applications or required paperwork.
California- SB 307(2023): Establishes the Fostering Futures program to cover 100% of the unmet financial need for foster youth enrolled in associate's, certificate, or four-year degree programs, including tuition, books, on campus housing, and meal plans.
Montana- HB 482 (2023): Establishes the State Foster Youth Higher Education Assistance Program. In addition to full cost of attendance scholarships, this program provides eligible students with year-round, on-campus housing and meal plans and comprehensive support services. These support services include assistance with paperwork, life skills training, academic tutoring, job search and career assistance, and a community family or mentor for nurturing connections.
For more information on promising state legislation supporting higher education, see the Legal Center for Foster Care & Education Higher Ed Brief
