The Association of Independent Living/Transitional Living Program Services to Educational Attainment among Older Foster Youth

Abstract

Among a sample of 312 older youth transitioning from foster care in the state of Missouri, this study examined whether participating in independent living (IL) classes and living in an IL or transitional living program (TLP) is associated with completing high school with a diploma or GED and entering college. Most of the youth reported participating in IL classes (80%), with 25% having lived in an IL/TLP between ages 17 and 19. Results of multinomial logistic regression analysis indicated that having lived in any type of IL/TLP was associated with greater odds of completing high school with a diploma or GED as well as entering college. Participating in IL classes was not associated with high school completion. but completion of IL classes was associated with greater odds of high school graduation with a diploma or GED. These findings lend support for the positive role that living in an IL/TL setting, or the completion of IL classes can play in the academic achievement of older youth transitioning from foster care. Future evaluation research is needed that elucidates specific components of IL services and transitional living programs that successfully address the academic needs of older foster youth and contribute to greater educational attainment.

Keywords:

• Foster youth
• independent living
• transitional living program
• educational attainment

Acknowledgements

This research was supported by a grant from the National Institute of Mental Health (R01 MH61404). Points of view and assertions expressed herein are those of the authors and do not represent those of the National Institute of Mental Health or the District of Columbia Public Schools (Washington, DC).

Disclosure statement

No potential conflict of interest was reported by the author.