Building Evidence to Promote Educational Competence of Youth in Foster Care.
Although the academic difficulties of students living in foster care are well documented, few studies have examined factors influencing academic achievement of youth in foster care. This article reports the results of a study of educational competence in a sample of 152 foster youth in one midwester...
| Publicado en: | Child Welfare Vol. 82; no. 5; pp. 615 - 633 |
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| Formato: | Artículo |
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Child Welfare League of America
September/October 2003
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507849919&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507849919 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00094021 CWF jtl: Child Welfare issn: 00094021 maglogo: N pubinfo: dt: September/October 2003 vid: 82 iid: 5 pid: 718 pub: Child Welfare League of America artinfo: ui: 507849919 ppf: 615 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 819KB tig: atl: Building Evidence to Promote Educational Competence of Youth in Foster Care. aug: au: Shin, Sunny Hyucksun su: Academic achievement Education of foster children Educational attainment sug: subj: Academic achievement Education of foster children Educational attainment ab: Although the academic difficulties of students living in foster care are well documented, few studies have examined factors influencing academic achievement of youth in foster care. This article reports the results of a study of educational competence in a sample of 152 foster youth in one midwestern state. Using five standardized instruments, the study explored predictors of reading ability of youth in foster care. Multiple regression analyses indicated that four factors—aspiration for higher education, placement in kinship care, participation in extracurricular activities, and drug use—accounted for 39% of the variance in reading ability scores. The article discusses implications of these findings for practice, research, and policy development. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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