University of Southern California Dissertations and Theses

From Care to College (C2C): improving academic outcomes for youth in foster care – through technology and social emotional learning

(USC Thesis Other)

From Care to College (C2C): improving academic outcomes for youth in foster care – through technology and social emotional learning

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Running head: From Care to College (C2C) 1
From Care to College (C2C): Improving Academic Outcomes for Youth in Foster Care –
Through Technology and Social Emotional Learning
Shari B. Richardson, LCSW
Doctor of Social Work
Suzanne Dworak-Peck School of Social Work
University of Southern California
SOWK 722: Implementing Your Capstone and Re-Envisioning Your Career
Dr. Stacy Kratz
December 2020
From Care to College (C2C)

2

Table of Contents

Page
1. Dedication 3
2. Executive Summary 4
3. Conceptual Framework
a. Statement of the Problem
b. Research and Actual Practice
c. Current Means of Addressing the Problem
d. Conceptual Framework, Logic Model and Theory of Change
8
8
10
12
13
4. Problems of Practice and Solution(s)/Innovation
a. Capstone Description
b. Capstone Contributions to Grand Challenge and Analysis of
Stakeholders
c. History and Broader Landscape
15
15

17
19
5. Project Structure, Methodology, and Action Components
a. Prototype and Stakeholder Involvement
b. Market Analysis
c. Implementation Strategy
d. Financial Plan
e. Assessment of Impact
f. Communication Strategy
g. Addressing Problems of Practice
h. Ethical Considerations and Negative Consequences
21
21
21
22
24
27
28
29
30
6. Conclusions, Actions and Implications
a. Project Aims
b. Project Implications
c. Limitations and Risks
d. Project Dissemination and Next Steps
31
31
31
32
33
7. References 35
8. Appendices
a. Memorandum of Understanding
b. Logic Model
c. Prototype
d. Pre/post-assessments
e. Budget
47

From Care to College (C2C)

3

Dedication

The following Capstone paper is dedicated to the my husband, Derrick, who has stood by
and supported me in everything I have sought to do in life; my daughter, Deanna, who influences
me more than she will ever realize; my father, Roosevelt, who always told me that I could do
whatever I set my mind to do; and my son, Jordan. Although I never had a chance to raise you, I
appreciate the two months you fought to share my life. You showed me that fighting the good
fight is always a win, even when you lose.
I also dedicate this paper to my classmates in Cohort 8, because without your words of
support and encouragement completing this degree would have been more difficult. I value the
friendships and camaraderie developed over the last two years and appreciate each of you.
Finally, I would like to send words of acknowledgment and appreciation to my professors, who
challenged me to be better every step of the way. Nelson Mandela said it best when he said,
“education is the most powerful weapon which you can use to change the world.” Fight On!

From Care to College (C2C)

4

Executive Summary
Ensuring Healthy Development for All Youth is the social work grand challenge my
innovation, From Care to College, was created to address. The wicked problem within this grand
challenge is a significant number of youths enter foster care a grade or more behind and perform
more poorly on standardized assessment tests than other students, due to exposure to adverse
childhood experiences (ACEs) and poor or no social-emotional skills (Bucker, et al., 2012;
Smithgall, et al., 2004; Smithgall, et al., 2010). According to the Adoption and Foster Care
Analysis and Reporting System (AFCARS), there are over 430,000 youth in foster care (U.S.
Department of Health and Human Services, 2019). Youth enter foster care as a result of
suspected abuse or neglect committed by their primary caregiver. A significant number of these
youths are from low income communities and all have experienced exposure to one or more
adverse childhood events (Lee & Morgan, 2017; Stott, 2013). In addition to adverse childhood
experiences, youths in foster care face challenges developmentally, related to interpersonal
relationships, academic achievement and vocational pursuits (Olson, et al., 2017). Research
shows that youths exposed to ACEs experience a multitude of challenges that impacts academic
progress including numerous school placements, stemming from disruptions in foster home
placements, repeating one or more grades and multiple school suspensions, primarily due to
behavioral problems (Clemens, et al., 2016; Ferguson & Wolkow, 2012; Gustavsson &
MacEachron, 2012; Morton, 2015). Studies also reveal the stark reality academic challenges
have on youths in foster care as they are less likely to graduate from high school and even less
likely to attend college or other postsecondary program (Barnow et al., 2015; Graham, et al.,
2015; Jones, 2014; Morton, 2015; Pecora, 2012; Phillips et al., 2015; Strolin-Goltzman, et al.,
2016).
From Care to College (C2C)

5

The long-term consequences of inadequate academic achievement are sobering. High
rates of unemployment, instances of homelessness, increased prevalence of mental health issues,
substance misuse and abuse, involvement in the criminal justice system and unplanned
pregnancies (Ferguson & Wolkow, 2012; Jones, 2014; Lee & Morgan, 2017; Naccarato, et al.,
2010; Nesmith & Christophersen, 2014; Scannapieco, et al., 2016; Stott, 2013). When youths
formerly in foster care can find employment, they are often low wage, unskilled positions that
keep earnings well below the federal poverty line and contributes to many of the troubling
outcomes previously listed.
The social work grand challenge of Ensuring Healthy Development for All Youth begins
with the assertion that behavioral problems in adolescence has severe short and long-term effects
on individual, economic and social spheres (Jenson & Hawkins, 2018). Research has shown that
the key to ameliorating behavioral problems is prevention (Hawkins et al., 2015). Many
programs have been developed to prevent behavioral problems from affecting overall
functioning and some are effective at improving behavioral problems but do not directly address
the impact ACEs have on behavior. The lack of extensive data has made it difficult to discern
which programs, and why, are efficacious. The urgency of addressing the issue of behavioral
problems is especially relevant for adolescents in foster care. Behavioral issues are one of the
primary reasons foster home placements disrupt and contributes to extended stays in foster care,
leading to poor permanency outcomes (Clemens, et al., 2016; Ferguson & Wolkow, 2012;
Gustavsson & MacEachron, 2012; Morton, 2015). The causes of adverse behaviors exhibited by
adolescents in foster care are connected to low stress tolerance, poor emotion regulation, lack of
self-awareness and a lack of trust that prevents them from forming meaningful and sustainable
relationships with others (Johnson & Tottenham, 2014; Kennedy et al., 2019; Kools, 1997;
From Care to College (C2C)

6

Mihaela, 2014; Matei & Dumitrescu, 2012; Yeager, 2017; Zarate-Alva & Sala-Roca, 2019).
Add on tenuous relationships with family, prior to, during, and after placement in foster care and
that creates a perfect storm for developing maladaptive behaviors and identity confusion (Kools,
1997).
From Care to College (C2C), is an indicated preventive intervention that initially targets
adolescents between the age of 14 and 15 to educate them of the impact ACEs have on daily
functioning, including education, increase self-awareness, improve emotion regulation, and
provide strategies to cope with stress and develop healthy relationships (Jenson & Hawkins,
2018). Unleashing the Power of Prevention contains seven action steps that are necessary to
make consequential and quantitative progress. Monitoring and increasing access to effective
preventive interventions for children, adolescents and young adults is the action step C2C targets
(Hawkins et al., 2015). C2C is a mobile learning platform that was developed to address deficits
in social and emotional development, as a result of ACEs. The C2C platform aims to increase
competencies in emotion regulation, stress resilience, self-awareness and healthy relationship
building to improve academic performance. Although improving competencies in these areas
are beneficial to overall functioning in all areas of life, academic performance is the selected
metric of success because measuring progress towards short and long-term outcomes is
uncomplicated. Specific outcomes the C2C platform seeks to achieve include decreases in the
number of school suspensions, performance at or above grade level in reading and math,
improved standardized test scores and reductions in grade retention. Long term outcomes are
increases in postsecondary enrollment, retention and graduation.
The pilot site for the C2C platform is SCO Family of Services, a child welfare
organization with locations in New York City and Long Island. With support from the Chief
From Care to College (C2C)

7

Program Officer, Jennifer Outlaw, and Chief Executive Officer, Keith Little, approval for the
pilot to move forward was received in September 2020. A memorandum of understanding
(MOU) (Appendix A) was signed formalizing the relationship. The inaugural cohort of end-
users have been selected, by case management staff and the information technology department
at SCO is modifying the platform to make it responsive to smartphones and tablets. The pilot
phase of the project will last for three months and then expand to all youths ages 14 and 15 at
SCO. The second phase of rollout will expand use of the platform to youths ages 16 and 17.
School records of end-users are reviewed to establish a baseline and will be reviewed monthly to
identify trends and changes in baseline data. The overall goal is to expand use of the C2C
platform across the country to increase social emotional competencies among vulnerable
populations thereby improving academic performance and outcomes.
From Care to College (C2C)

8

Conceptual Framework
Statement of the Problem
Annually, more than 20,000 young people age out of foster care in the United States
(U.S.) because they reach the age of legal adulthood (Connolly & Jordan, 2016). An additional
30,000 youth in the U.S. are at risk of aging out of foster care, meaning that they are age nine or
older with a permanency goal of emancipation (Connolly & Jordan, 2016). The significance of
establishing a solid educational foundation for foster youth cannot be overemphasized as the
experiences that youth have in school affect psychosocial functioning well into adulthood
(McNaught, 2004; Pecora, et. al., 2006). School participation provides opportunities for youth to
form social connections, build competencies, and increase self-confidence by achieving
academic success (Strolin-Goltzman, et al., 2016). Unfortunately, by the time many youth enter
foster care, they are already a grade or more behind and perform more poorly on standardized
tests than other students, due to exposure to adverse childhood experiences and low or no social-
emotional skills (Bucker, et. al., 2012; Smithgall, et al., 2004; Smithgall, et al., 2010). Another
factor impactful to educational outcomes is, prior to placement in foster care, most youth reside
in neighborhoods that host some of the lowest performing schools in their respective states
(Smithgall, et. al., 2004; Barrat & Berliner, 2013). Assumptions among the general public are
that youth entering foster care improve academically once in care, but in reality, they continue to
lag behind their peers which, in many instances, leads to foster youth dropping out of school
without earning a high school diploma (Burley & Halpern, 2001; Courtney, et. al., 2004;
Smithgall, et. al., 2004; Pecora, et. al., 2006; Barrat & Berliner, 2013). Multiple foster home
placements and resulting disruptions in school placements, as well as poor social and emotional
From Care to College (C2C)

9

skills, are also among the reasons foster youth underperform academically (Mannisto &
Pirttimaa, 2018).
Adolescence is defined as the period of transition between childhood and adulthood,
marked by physical, psychological and emotional change (Kools, 1997). It is a stage that
Erikson refers to in the Theory of Psychosocial Development as Identity vs. Confusion. In this
stage, adolescents explore independence and develop a sense of self; however adolescents in
foster care struggle to explore independence due to restrictions placed upon them by the system,
and as a result fail to develop a sense of self. Factors contributing to this failure are fractured
family relationships and stigmatized self-identity (Kools, 1997). Erikson’s theory posits that
development of personality occurs in pre-determined stages and that failure to successfully
resolve conflict in one stage can result in negative outcomes impacting one’s ability to complete
subsequent stages, resulting in unhealthy personality development (Zastrow & Kirst-Ashman,
2016; McLeod, 2018; Kools, 1997).
When compared with the U.S. general population, youth in foster care are less likely to
graduate from high school and significantly less likely to attend and graduate from college
(Barrat & Berliner, 2013; Burley & Halpern, 2001; Courtney & Dworsky, 2006; Dworsky &
Courtney, 2010; Fryar, et al., 2017; Pergamit & Johnson, 2009; Wolanin, 2005). Unfortunately,
foster youth that do not graduate from high school or attend college are at greater risk of
homelessness, incarceration, low-wage jobs, and unemployment (Fryar, et. al., 2017). According
to Fryar, et. al. (2017), former foster youth, that have not earned a high school diploma, earn
almost $20,000 less than the general population. These outcomes have larger financial
implications for society as it relates to the long-term costs of incarceration, welfare, Medicaid,
and lost tax revenue (Courtney, et. al, 2011; Fryar, et. al., 2017).
From Care to College (C2C)

10

Research and Actual Practice
The Midwest Evaluation study, a longitudinal study conducted by Courtney, et al.,
(2004), followed a sample of young people from Iowa, Wisconsin and Illinois. The study found
that 63% of foster youth had earned a high school diploma by age 19, compared to 91% of youth
in the U.S. general population (Courtney, et. al., 2004; Fryar, et.al., 2017). Less than half (46%)
of foster youth were employed, compared to 80% of non-foster care peers by age 26. However,
the most striking statistic that came out of this study is less than 3% of former foster youth had
earned a college degree by age 25, compared to 28% of the general population (Fryar, et. al.,
2017). Another disturbing statistic highlighted in the study is by age 26, 20% of former foster
young adults still did not have a high school diploma or GED, compared to 6% of the general
population (Courtney, et. al., 2004). One of the myriad causes associated with poor educational
outcomes includes: exposure to adverse childhood experiences and multiple disruptions in
elementary and secondary education resulting in delays in completing secondary education and
entering college (Dworsky & Courtney, 2010).
Hawkins, et. al. (2015) asserts that case management, school restructuring, skills training,
and college-oriented programs are more effective than traditional approaches such as attendance
monitoring in increasing high school graduation rates. Young people exposed to the highest
levels of risk, typically children and adolescents who are disproportionately low-income and/or
youth of color, often benefit most from preventive interventions (Campbell, et al., 2002; Clark, et
al., 2005; Dodge, et. al., 2015; Hill, et. al., 2014). Implementing evidence-based prevention to
vulnerable populations that are over-represented in foster care and other systems is critical to
reining in the escalating costs of health care (Hawkins, et. al., 2015). It is estimated that
investing in prevention and early intervention could save as much as $1 trillion per year (DeVol
From Care to College (C2C)

11

& Bedroussian, 2007), reduce inequalities and improve overall mental and physical health and
well-being, save lives and reduce the economic burden associated with failing to provide quality,
preventive care (Hawkins, et. al., 2015). In general, adolescents usually develop and identify
strengths and interests through family and peer interactions. However, adolescents in foster care
are often robbed of this opportunity due to restrictions imposed by the system and lack of
awareness of how trauma effects identity development, behavior and thinking (Jones, 2014;
Kools, 1997). Causes associated with poor post-secondary and/or vocational program
performance are: foster youth are inadequately prepared for the rigors of postsecondary
education; foster youth may not connect completion of postsecondary and/or vocational
programs with long-term, sustainable self-sufficiency; a lack of understanding of how to access
and use available resources to meet basic needs; and, a realization that foster youth need more
than financial assistance to be successful in a postsecondary or vocational program (Jones,
2014).
Although a number of programs exist that help adolescents transition from foster to
college and adjust to postsecondary programs, research shows that there are almost no programs
offered to youth in foster care that directly link adverse childhood experiences with poor
academic performance and outcomes (Childhood Domestic Violence Association, 2018). The
Childhood Domestic Violence Association (2018) asserts that education is an important social
determinant of health. Those with less education are at higher risk for developing chronic
diseases resulting in a shorter life span. The pandemic resulted in the shutdown of many of the
programs providing direct services to youth and created a void in education that desperately
needed to be filled. Since the start of the pandemic, 26% of youth in foster care have disengaged
from school (Treehouse, 2020) and as many as three million at risk youth have either not had
From Care to College (C2C)

12

access to or participated in distance learning (Camera, 2020). As a result, existing gaps in
education among vulnerable populations are widening, increasing isolation and causing
additional trauma (Treehouse, 2020).
Current Means of Addressing the Problem
A number of programs exist or are emerging to help mitigate challenges foster youth
experience in postsecondary education institutions as a result of federal legislation enacted to
support state level efforts to address poor outcomes. The Every Student Succeeds Act (ESSA)
was enacted in 2015 and replaced the No Child Left Behind Act. The purpose of ESSA is to
close the achievement gap and provide opportunities for all children to receive a fair, equitable
and quality education (Every Student Succeeds Act of 2015, P.L. 114-95, 129 Stat. 1802, 2015).
The Fostering Connections to Success and Increasing Adoptions Act was enacted in 2008 and
provides assurances that youth entering foster care remain in their school of origin and if a
determination is made that remaining in their school of origin is contraindicated youth are
enrolled in the new school expeditiously; and, school records are transferred immediately
(Fostering Connections to Success and Increasing Adoptions Act P.L. 110-251, 122 Stat. 3949,
2008). The Foster Care Independence Act of 1999 was enacted to provide states with federal
funding to create and implement independent living programs and transitional services to youths
aging out of foster care (Foster Care Independence Act of 1999, P.L. 106-109, 113 Stat. 1882,
1999).
States provide services such as assistance with transition planning, college applications
and admissions process and financial aid applications (Salazar, et al., 2016). Several college
campuses developed programs that specifically address the unique needs current or former youth
in foster care experience when transitioning from high school to college (Dworsky & Perez,
From Care to College (C2C)

13

2010; Hernandez & Naccarato, 2010). Unfortunately, there is little or inconsistent evidence that
supports positive outcomes of improving postsecondary enrollment, retention and completion
among foster youths because many programs have not collected enough data to determine the
efficacy of existing programs (Jones, 2014; Salazar, et. al., 2016).
Conceptual Framework, Logic Model and Theory of Change
Inputs for the C2C innovation include staff resources dedicated to developing the C2C
platform; securing funding for subsequent operational expenses beyond the first year of
operations, since SCO Family of Services is providing funding for start-up and first-year
expenses; developing technological infrastructure to support the C2C learning platform and
creating a repository for data collection, separate from the pilot site; and establishing and
maintaining partnerships with a range of stakeholders to market the C2C platform to scale in
New York State and beyond. Outputs and participation involves piloting the C2C platform with
SCO Family of Services, evaluating efficacy of the platform, training staff and end-users and
collaborating with SCO’s department of quality assurance/quality improvement to develop data
collection processes. Expected short-term outcomes are at least 50% of participants will perform
at or above grade level in reading and math by the end of the second marking period; and,
decreases in the number of suspensions by 50%. Outcomes will be evaluated through reviews of
school records, pre and post-assessment results, interviews with school personnel and caregivers
and participant evaluations. Expected intermediate outcomes are 75% of participants will
perform at or above grade level in reading and math by the end of the third marking period; and,
decreases in the number of suspensions by 75%. Outcomes will be evaluated through reviews of
school records, pre and post-assessment results, interviews with school personnel and caregivers
and participant evaluations. Anticipated long-term outcomes are between 90 and 95% of
From Care to College (C2C)

14

participants will perform at or above grade level in reading and math by the end of the school
year, improve scores on standardized assessment tests from previous results by 50 to 75%,
reduce the number of grade retentions by 50 to 75% and reduce the number of suspensions by
85%. Outcomes will be evaluated through reviews of school records, interviews with caregivers
and interviews with SCO staff. Assumptions drawn from use of the C2C platform are increasing
understanding of the connection between adverse childhood experiences (ACEs) and academic
performance will bridge achievement gaps in reading and math, decreasing suspensions,
improving standardized test scores, reducing grade retentions and increasing postsecondary
enrollment and graduation, among youth in foster care (see Appendix B).

From Care to College (C2C)

15

Problems of Practice and Innovative Solution
Capstone Description
From Care to College (C2C) is a sustaining innovation that seeks to improve an existing
capability (Satrell, 2017). C2C is a mobile learning (m-learning) platform that connects foster
youth between the ages of 14 and 15, initially, with technology to help them develop and apply
social and emotional skills to improve academic outcomes. The initial target group of youth in
foster care between the ages of 14 and 15 was determined based on recommendations by Conner
(2011), that engaging youth at an early age to allow foster youth more time to develop
relationships and identify and address possible obstacles to academic achievement; increases the
likelihood of success. Content for the C2C platform was developed with input from members of
the C2C Think Tank. The team consisted of seven current and former youth in foster care from
two New York City child welfare agencies, Seamen’s Society for Children and Families (SSCF)
and SCO Family of Services, child welfare staff from SSCF and SCO, ten foster parents from
SSCF and SCO, social workers from Lawyers for Children, a child advocacy organization, a
representative from the New York State Senate office of Latrice Walker, three experienced
educators from the New York City Department of Education, Jill Bloch from iFoster, and Larry
Strecker from the Missouri Youth Services Institute, a nonprofit organization, that has
experience using evidence based models with juvenile justice involved youth. Based on research
and feedback received from the aforementioned stakeholders, four main content areas were
developed for the C2C platform: Developing Resilience to Stress, Self-Knowledge and
Awareness, Emotion Regulation and Building Healthy Relationships (see Appendix C).
C2C is a 12-week program that covers the four aforementioned content areas of social-
emotional learning. Each week, participants access a new sub-topic within one of the four
From Care to College (C2C)

16

content areas, until all content areas are completed. Participants are asked to complete a pre-
assessment at the beginning of each content area to establish a baseline of competency in the
content area, and a post-assessment at the end of the content area to assess level of competency
after completing the learning module (Appendix D). Content includes video presentations from
young adults formerly in foster care and activities to apply skills learned in each of the areas. In
one activity, participants are asked to create a dream board to help them visualize what success
looks like for them. Participants are advised that dream boards can change as goals change.
Financial incentives of up to $50 are built into the C2C platform and are based on completing
each of the four content areas. Participants can earn a total of $200 for completing all content
areas, on top of what they receive from monthly independent living stipends. Incentives are
enhancements to stipends youths receive for participating in monthly independent living skills
workshops which are separate from the content areas covered in the C2C platform. Independent
living stipends are provided by SCO Family of Services, and reimbursed by New York City, and
amounts are determined by the age of the adolescent. Below is a breakdown of monthly
independent living stipend amounts (Bloomberg & Mattingly, 2011).
Age 14: $10
Age 15: $15
Age 16: $20
Age 17: $25
Age 18: $30
Age 19: $35
Age 20: $40

Enhancements to stipend amounts, to incentivize use of the C2C platform, are funded by SCO
Family of Services from a discretionary fund, established by the board of directors of the
organization to cover non-reimbursable expenses and special projects. Monies in the
discretionary fund come from fundraising events, individual donations, and board members.
From Care to College (C2C)

17

SCO continues to fundraise virtually since the pandemic has prohibited in-person events and
board members continue to step up and use social and reputation capital to solicit donations
(Dyer, et al., 2019). C2C content can be accessed from a desktop computer, tablet or
smartphone. Mackrill, et al., (2015) highlight the development of a smartphone interface for
youth clients and a web interface for case workers so both parties can track how the young
person is doing. Preliminary results show promise but are still in development. Prosocial
relational bonding that bolsters a positive sense of self in foster youth can have a lifelong impact
(Denby, et al., 2015).
Capstone Contributions to the Grand Challenge and Analysis of Stakeholders
In 2016, the White House facilitated a 24-hour Foster Care and Technology Hackathon
and a number of cities followed suit and hosted their own versions of the hackathon (Annie E.
Casey Foundation, 2016). The hackathon identified and focused on several challenges including
how technology can be used to enhance platforms to help young people define goals and access
employment and education (Annie E. Casey Foundation, 2016). According to the Pew Research
Center (2013), 78% of youth have cell phones, and nearly half (47%) have smartphones. Mobile
usage was reported as the main mode of Internet access for 25% of 12 to 17-year-olds.
However, it is unclear how many vulnerable youths, including foster youths, own or use any type
of cell phone (Denby, et al., 2016). In 2013, California saw the potential advantages of youth in
foster care owning phones so the California Public Utilities Commission approved a policy that
afforded youth age 18 and above the opportunity to have a free cell phone with up to 250
minutes of service per month (Alameda County Foster Youth Alliance, 2013). Prior efforts to
decrease the digital divide and increase and improve skill sets among vulnerable youths have
focused primarily on computer and internet-based programming (Finn, et al., 2005; O’Donnell,
From Care to College (C2C)

18

et al., 2012). However, with increased use of smartphones and tablets and improvements made
in technologies used on these devices, such as case management software, the possibilities of
expanding use to vulnerable populations in addressing challenges are endless (Denby, et al.,
2016). Meeting foster youths in their technological comfort zone such as through texting, apps
and mobile learning platforms, includes youths in conversations, increases capabilities in
planning their own lives, and plays a vital role in connecting with foster youth early enough that
it will have a long-term impact on academic outcomes (Lofts Jarboe & Agnosti, 2011). Finn, et
al., (2005) asserts “technology skills can promote educational success and job marketability as
well as provide information skills useful for 21
st
century living.” (p. 167) These technologies
have been used with a variety of case managed and vulnerable youths, such as those who are
homeless (Bender, et al., 2014; Rice, et al., 2011) or in the juvenile justice system (Burraston, et
al., 2012); substance abuse (Dennis, et al., 2014), and foster youth (Kuka, 2014). The C2C
platform contributes to Ensuring Healthy Development for All Youth in a manner that uses
empowerment and strengths theories to show youths that they can unlearn self-sabotaging
behaviors (Saleebey, 2013; Zimmerman, 2000).
Youth, foster parents, child welfare professionals and organizations, state lawmakers, and
others all agree that something must be done to address dismal educational outcomes foster
youth experience. Dr. John DeGarmo (2016) states “for many of the children, school is a
constant reminder that they are indeed foster children without a true home. The continuous
reminder that their peers are living with biological family members while they are not is a
difficult reality for them and can be manifested in several ways.” Noel Anaya’s story articulates
DeGarmo’s point and represents feelings of a large number of youths that are currently in the
system. Noel is a young adult that entered the foster care system when he was a year old with
From Care to College (C2C)

19

his five siblings. He spent nearly all of his life in foster care and turned 21 in 2017. Noel
recounts his experience in school
“for a while I did well in school, but I began to notice gaps in my learning from changing
schools so often. I became exhausted by the effort it took just to keep up. I stopped
raising my hand in class and just focused on trying to pass. I knew the odds were that I
would drop out. By the time I earned my high school diploma, I felt done with it all. I
was lucky to have a caring social worker and a foster mom who pushed me to sign up for
community college courses, which I did, at the last possible minute” (Anaya, 2017).
Noel also speaks of being separated from his siblings and having inconsistent contact with them
over the time he was in care and the stress not seeing them caused, which could have contributed
to his falling behind academically. The Interagency Task Force on Foster Youth in New York
City, recommended education officials explore employing guidance counselors dedicated to
students in foster care, as well as finding ways to provide tutoring and social emotional supports
for middle-schoolers. In response to those findings, the NYC Department of Education is pairing
foster students with Success Mentors, who check up on chronically absent students (Amin,
2019).
History and The Broader Landscape
California is tackling the need to improve access to laptops, smart phones and broadband
access for foster youth, while developing apps and systems for use (The Children’s Partnership,
2017). Although public discourse largely supports integrating technology into child welfare
systems to engage foster youths, there are concerns that internet use can reduce social
relationships and increase vulnerability to cyberstalking and/or identity theft (Finn et. al., 2005).
Foster parents face additional stress in attempting to manage disputes over computer, phone or
From Care to College (C2C)

20

tablet use time, possible access to inappropriate content or online relationships and/or increased
social isolation (Finn, et. al., 2005). The White House Hackathon provided opportunities for
states to meet with a variety of stakeholders to strategize about ways to integrate technology into
child welfare systems. There are a number of technology based systems in existence including:
Know Before You Go which is a mobile app, created by the Alliance for Children’s Rights and
Children’s Law Center of California, that provides advice from former foster youth on
independent living skills topics such as health, money, legal and housing; and, Persistence Plus is
a mobile app that uses behavioral science to motivate students to achieve goals, overcome
obstacles, take advantage of available resources and maintain course towards graduation (Foster
Coalition, n.d.). From Care to College would build upon existing technologies, but focus
specifically on helping youth in foster care develop the social emotional skills needed to develop
a sense of self, identify strengths and challenges and establish personalized coping strategies to
improve academic engagement and performance. The theory of change From Care to College
posits that using technology to improve social and emotional competence will help youth in
foster care engage more fully in school thereby improving academic performance in the areas of
reading and math, and standardized test scores. In addition, improved social emotional
competence will also reduce suspensions and grade retentions.

From Care to College (C2C)

21

Project Structure, Methodology, and Action Components
Prototype and Stakeholder Involvement
The Availability, Responsiveness, and Continuing Guiding Principles (ARC) model is the
implementation strategy used to raise awareness about the C2C project. Alliances were created
with organizations such as iFoster, Lawyers for Children, Legal Aid Society, representatives
from the New York City Department of Education (DOE), and two child welfare organizations
in New York City. Former foster youth and several foster and biological parents were also
involved in conceptualizing the C2C platform. On an organizational level, the New York City
Administration for Children Services (ACS), and two contract child welfare providers
acknowledged that changes are needed to address the unique challenges youths in foster care
experience in academic settings. Representatives from the contract child welfare organizations
readily admitted that case planners are overwhelmed with the demands of their job, despite the
advent of reduced caseloads, and the focus on academic performance does not occur unless or
until there is a problem. C2C will assess current processes and protocols in place to address
academic concerns and work with child welfare organizations to develop customized
implementation plans. Overall, ACS and child welfare organization representatives believe that
the C2C platform can assist youths in foster care in closing academic achievement gaps by
improving social and emotional skills and appear receptive to adopting the platform as long as
training and support occurred on an ongoing basis (Richardson, 2019).
Market Analysis
There are 100 child welfare organizations in New York State (Council of Family and
Child Caring Agencies, 2020). A number of child welfare organizations are utilizing evidence-
based practices to serve youths with behavioral and educational concerns. However, none of the
From Care to College (C2C)

22

services offered are technology based and often required youth to come to the agency to receive
treatment, prior to the pandemic. Nationally, California, Washington, Texas and Michigan have
undertaken efforts to address low retention and graduation rates among former foster youth.
These states have used a cross-systems collaborative approach with local and state education and
social services systems; as well as postsecondary educational institutions to develop specialized
interventions and supports for current and former foster youth (Gonzalves, 2013). Fostering
Success Michigan, Washington’s Passport to College and California’s Education Equals
Partnership prepares youth to think about college as early as middle school and utilizes
technology to engage youth but does not focus on social-emotional skills. Youth expressed lack
of interest in going to the agency to receive services because of the stigma associated with being
in foster care and most would not even acknowledge that they had a problem. Those that did
come to the agency only did so because they were looking for an incentive, such as food cards or
carfare (Kools, 1997). Based on feedback received in focus groups, the market appears to be
ripe for any kind of technology that engages youth in a positive manner, particularly technology
that assists youth improve their behavior and academic performance (Riebschleger, et al., 2015).
Implementation Strategy
Child advocacy and community-based organizations (CBOs) all agree that academic
settings do not adequately support the unique needs of youths in foster care. They also agree that
child welfare organizations are not doing enough to ensure that youths in foster care receive the
support needed to overcome trauma related academic deficits (Richardson, 2019). C2C uses a
multi-faceted approach of planning, educating and managing quality to implement C2C. In the
direction setting phase, the C2C team served as “change agents” (Glisson & Schoenwald, 2005),
working with a coalition of stakeholders, previously mentioned, that articulated various aspects
From Care to College (C2C)

23

of the problem, determined that there are no other platforms that does the work of connecting
social-emotional skills to behavior and worked with the C2C team to develop content for the
C2C platform. During the implementation phase, C2C staff are overseeing the process of
integrating the C2C platform into SCO Family of Services, train staff and participants on the
platform, and monitor progress and quality. C2C staff continue to work with stakeholders to
address concerns that arise during the implementation phase and incorporate feedback to
improve the quality and functionality of the platform.
Implementation will be evaluated using the Stages of Implementation Completion (SIC)
model (Chamberlain, et al., 2011). According to Lewis, et al. (2018), acceptability and
appropriateness are similar in meaning so C2C was assessed through formal and informal focus
groups with child welfare staff at SCO Family of Services and another organization, end-users,
caregivers, educators, child advocacy organizations and a representative from NYS
Assemblyperson, Latrice Walker’s office to gain feedback about the effectiveness of the C2C
platform in improving social-emotional skills and academic performance. Assessing the
feasibility of the C2C platform to bridge gaps in academic performance and its application within
child welfare organizations was also done through formal and informal focus groups with child
welfare staff at SCO Family of Services and another organization, end-users, educators, child
advocacy organizations and a representative from the assemblyperson’s office. After focus
groups were completed SCO Family of Services determined that they were ready to adopt the
C2C platform and integrate as part of their child welfare practice strategy. A major factor that
played a role in determining if the platform would be adopted were organizational structure and
implementation costs. SCO Family of Services had enough discretionary funds to fully support
implementing the C2C platform. SCO also had a more stable organizational structure that
From Care to College (C2C)

24

supported the idea of using technology to help youths learn social emotional skills in an effort to
improve academic performance, particularly since none of the other organizations were
considering such an approach. Fidelity to reading and math comprehension expectations, as
prescribed by the New York State Education Department (NYSED), will be adhered to in
assessing reading and math competencies and standardized test scores. Penetration will be
assessed through the number of child welfare organizations that eventually adopt the C2C
platform, the number of end-users, and how the data collected from the platform are used to
improve and sustain outcomes. Sustainability will be measured through the expansion and
scalability of the C2C platform to other organizations and other vulnerable populations, such as
juvenile justice involved youth.
Financial Plan
The C2C platform will initially be housed within SCO Family of Services, as they are
providing initial financial, technical and marketing support for the project. A memorandum of
understanding (MOU) formalizing this arrangement was signed in September 2020 (Appendix
A). The MOU covers a period of one year from September 2020 through August 2021 and can
potentially be extended based on outcomes. Although start-up funding is being provided by
SCO, my organization, Fostering Resilience, Empowerment, Success and Hope (F.R.E.S.H.),
retains creative control and intellectual property rights of the C2C platform. During the first year
of operations, F.R.E.S.H will leverage relationships developed with funding organizations,
oversight bodies such as the New York City Administration for Children Services, in charge of
child welfare and juvenile justice contracts, advocacy organizations, like Lawyers for Children
and local government officials to become a standalone organization. The organizational structure
of F.R.E.S.H. will be a non-profit organization, however, the application and approval process
From Care to College (C2C)

25

for a 501(c)3 is long and arduous, so the Chief Program Officer, Jennifer Outlaw, at SCO agreed
to help me navigate through the process of becoming a non-profit organization. The Chief
Program Officer expressed that she believes in the potential of the C2C platform to change how
youths think about themselves, view situations and control reactions in a manner that is more
engaging and less stigmatizing. Ms. Outlaw also shared that the pandemic has increased the
need for such a platform since many youths are not attending school in person and are
experiencing stress and anxiety that is causing further damage to academic performance because
youth are not utilizing conventional methods of treatment or support.
As previously indicated, SCO is providing funding for start-up and first year of
operations of the C2C platform, in an effort to be on the cutting edge of this innovation. Below
is a breakdown of revenues and expenses, based on a three-month start-up and first 10-months of
operations (see Appendix E).
Start-Up 7-month Ops.

Revenue $140,000 $332,000

Expenses
Personnel $124,000 $286,000
Other Exp’s. $6,000 $38,000

Surplus $10,000 $8,000

Projected revenues to support the start-up period and subsequent seven months of operations are
provided through SCO Family of Services’ discretionary fund. During the first year of
operations, in-kind donations of gift cards will be solicited from corporate vendors such as Game
Stop, Nike and other stores to offset cash incentives. The long-term plan is to collect revenue
from other child welfare organizations interested in adopting C2C technology through fees
charged for adopting the platform. C2C’s operations are monitored for efficiency and efficacy
From Care to College (C2C)

26

by SCO’s quality assurance staff, leadership and finance department to review expenditures and
make recommendations, as needed.
Personnel costs during the start-up period, are projected at $124,000. Staffing structure
draws from existing staff at SCO and includes: one project manager (Shari Richardson-1 FTE),
information technology technician (0.5 FTE), two case managers (0.5 FTE), one quality
assurance specialist (0.5 FTE) and one finance manager (0.5 FTE) for a total of six staff. The
project manager plays a key role in coordinating with the other staff to execute implementation
of the C2C platform and monitor progress. My role as project manager is to spearhead and
manage the project as a consultant, instead of an employee of SCO. This will reduce costs
associated with fringe and leave room for unanticipated expenses should they arise. The
information technology technician, case managers, quality assurance specialist and finance
manager are already employed with SCO full-time but will provide assistance to the project
manager during the implementation and subsequent phases of rollout at the organization. Cost of
living adjustments (COLAs) were not included in the start-up or first year of operations budgets
because COLAs are based on allotments provided by New York City’s Administration for
Children Services (ACS). Fringe was calculated at 30% and includes: payroll taxes and
employee benefits (Vinter & Kish, 1984).
The total amount of expenditures reflected in the start-up budget are $6,000 and includes
the amount of enhancements associated with incentives for use of the C2C platform at $3,000.
Expenditures from January 1, 2021 through August 31, 2021 increase due to an increase in the
number of participants using the C2C platform and increases in the amount of staff time spent on
the project. Enhancements associated with incentives for use of the C2C platform are projected
at $22,400 based on 112 participants. Staffing expenditures also increase to $286,000 as a result
From Care to College (C2C)

27

of increased use of the C2C platform and program evaluation deliverables outlined in the
outcomes section of the logic model (Appendix B).
Assessment of Impact
The purpose of the evaluation is to determine the impact access to technology has on
improving social emotional competencies among youths in foster care. The evaluation question
is: does technology improve social emotional competencies resulting in better academic
performance among youths in foster care? Outcome objectives are at least 90% of foster youth
will be at or above grade level in reading and math; 90% improvement in standardized test
scores; 90% reduction in grade retentions; and, 90% reduction in the number of suspensions by
the end of the school year. Outcomes will be measured through pre and post-assessments
administered to participants prior to and following completion of each learning module in the
C2C platform. A quasi-experimental design process will be used to evaluate results and identify
an answer to the evaluation question. Results will be reviewed by SCO staff and the C2C think
tank on a monthly basis to assess progress towards achieving outcome measures, and assess the
need for additional support and/or services. Monthly reports will highlight performance using
the following variables: reading and math comprehension, standardized test performance, grade
retentions, and suspensions from school. One potential evaluation barrier is the inconsistency of
participation given the fluidity of the child welfare system. Establishing outcomes at the
beginning of participation and then ongoing check-ins with youth, staff and guardian(s) to ensure
that evaluation continues beyond placement, along with incentives (e.g., gift cards, event tickets,
etc.) for continued participation, is important. Another potential evaluation barrier is the
availability of school data. The pandemic has impacted how often data is updated in the New
York City Department of Education’s STARS Classroom database, used to track student grades
From Care to College (C2C)

28

and standardized test scores, because most administrative staff are working remotely so the C2C
team will work closely with caregivers and school officials to obtain as much up to date
information as possible.
Quantitative and qualitative data will be collected from participants to monitor progress
and evaluate changes in social emotional competencies and academic performance. Data
regarding the number of participants attending school in person versus remotely will also be
collected to identify trends or differences in outcomes based on the type of learning environment.
Consent from legal guardians are obtained for identified youths using the C2C platform. The
data collection timeline is seven months to assess initial outcomes, following completion of the
first two program cycles; 13 months to assess and evaluate ongoing outcomes, after four program
cycles are completed; and 19 months to assess and evaluate overall outcomes in academic
performance, after six program cycles are completed. Data analysis will be conducted
collaboratively with SCO’s quality assurance specialist, and SCO are in negotiations with New
York University and The New School to provide independent reviews of findings from collected
data. Results will be analyzed from an inferential perspective and be used to determine next
steps.
Communication Strategy
The dissemination plan is to write an issue brief and/or white paper, in collaboration with
SCO Family of Services and either New York University or The New School that articulates
findings associated with use of the C2C platform. Implementation outcomes will also be
disseminated through press releases, posts on SCO’s and F.R.E.S.H. websites, social media
campaigns designed to market the C2C platform to other organizations that may interested in
learning more about the platform and how it can be used in their organization. Data will be
From Care to College (C2C)

29

presented at formal conferences related to child welfare and juvenile justice and any organization
interested in learning more about what C2C does and how the platform can be beneficial to end-
users in their organization. Presentations will be done for government organizations to
demonstrate how more robust data about academic performance can be collected for this
population with the hope that policy decisions related to youths in child welfare will be made
based on the data presented. Videos of data and outcomes presented at formal presentations will
be uploaded onto the F.R.E.S.H. website so interested parties can view the work and progression
of the C2C platform. Creating a blog documenting the journey from idea conceptualization
through implementation and beyond is another idea that is being floated to disseminate
information in real-time.
Addressing Problems of Practice
The C2C platform addresses the problem of poor academic performance among youths in
foster care by acknowledging that adverse childhood experiences have an impact on overall
functioning, but particularly in the areas of concentration, stress management and emotion
regulation (Center on the Developing Child, 2016; Frederiksen, 2016; Riebschleger, et al., 2015;
Curtis, et al., 1999; Peterson, 2017). Helping youth develop social emotional skills can improve
concentration, stress resilience, emotion regulation and self-awareness, thereby improving
academic performance and outcomes (Curtis, et al., 1999; Peterson, 2017; Riebschleger, et al.,
2015). Development and launch of the C2C platform also raises awareness to outside
constituencies about the connection between adverse childhood experiences and academic
performance. The goal is to place greater emphasis on extending funding for interventions that
engage youth earlier and considers alternative delivery platforms, such as web or app-based
programs, that reach as many youths as possible wherever they are.
From Care to College (C2C)

30

Ethical Considerations and Negative Consequences
Ethical considerations explored in the development and launch of the C2C platform are
informed consent and privacy and confidentiality (NASW, 2017). As stated earlier, signed
consents are obtained from legal guardians, however, there will be instances when a legal
guardian cannot be reached or refuses to sign consent, at which point a decision has to be made
by the organization. The Reasonable and Prudent Parenting Standard was enacted in 2014 as
part of the Sex Trafficking and Strengthening Families Act of 2014 to promote normalcy for
youths in foster care. The standard permits foster parents and child welfare organizations to
provide youth in foster care opportunities to engage in activities that other, non-foster youth take
for granted, such as participating in sports, going to a friend’s house or having a sleep-over. It
also gives child welfare organizations authority to overrule a parent’s decision, if engaging in the
activity is in the best interest of the child (Sex Trafficking and Strengthening Families Act of
2014, P.L. 113-83, 128 Stat. 1919, 2014). As a result, organizations can decide that it is in the
best interest of the child to use the C2C platform and provide consent. A negative consequence
of overriding parental consent is parent disengagement from the child and organization due to
feelings of powerlessness. Privacy and confidentiality is another ethical consideration that was
addressed in the C2C platform. End-users are required to log-in to the platform and web-based
security measures have been put in place to prevent hacking or other unauthorized access to
information. Staff will only be able to access information pertinent to the youths assigned to
their caseloads. IT staff and project manager will have administrative access to information
contained on the platform. Negative consequences resulting from breach of confidentiality is
identity theft or exposure to online predators web-based security measures have been put in place
to address this potential consequence.
From Care to College (C2C)

31

Conclusions, Actions, and Implications
Project Aims and Conclusions
Improved academic performance, among youth in foster care, that leads to significant
increases in high school graduation rates and postsecondary education enrollment and
completion are critical measures of program effectiveness of the C2C platform. C2C was
developed to address, and will address, academic underperformance among youth in foster care
with the long-term goal of increasing the number of youths graduating from high school to at
least 90% (up from 63%); and, increasing the number of young adults completing postsecondary
education from 3% to at least 20% in the first five years of operation. The extent of the problem
cannot be overstated as data shows that former foster youth that have not earned a high school
diploma or graduated from a postsecondary institution are at risk for homelessness, incarceration,
substance use, and unemployment (Fryar, et al., 2017). Another number to consider in
determining why the aforementioned measures are optimal in determining program effectiveness
is 20%. By age 26, 20% of former foster young adults still do not have a high school diploma or
GED (Courtney, et al., 2004). This number is abysmal considering the resources that are
available to youth in this country. Failure to act now will have larger financial implications for
society in the future as it relates to the cost of human capital (Courtney, et al., 2011; Fryar, et al.,
2017).
Project Implications
The success of the C2C platform has implications for how youth in foster care engage in
services moving forward. Youths will be able to engage in self-directed services within the
privacy of the home not be feel stigmatized by having to go to the agency for services. The
opportunity to engage in web-based services increases the number of youths that can be reached
From Care to College (C2C)

32

at a given time without placing additional strain on resources, as there is no waitlist to use the
C2C platform. The benefits of providing virtual services are now borne out as a result of the
pandemic and as such, youths that did not previously have access to laptops, tablets and internet
now do so as part of the rollout of distance learning for New York City students. Learning and
applying social emotional skills are important in promoting self-awareness, social-awareness,
and reasonable decision-making capabilities. In the context of an academic environment, social
emotional skills are critical to improving attitudes, beliefs and perceptions of self, others and the
academic environment, whether in-person or virtual. Competency in social emotional skills
serves as a base for improved academic performance, as evidenced by social behaviors, peer
relationships, reduced disciplinary actions, improved emotion regulation, grades and test scores
(Duriak et al., 2011; Greenberg et al., 2003).
Limitations and Risks
Limitations that can affect use of the C2C platform is accessibility to internet. Increased
demand for internet service, as a result of the pandemic, has placed a strain on the system, across
the country, that impacts how long and how often participants may be able to use the system and
complete learning modules. Unfortunately, there is little that can be done in the short-term to
address this technological issue because as the pandemic continues, restrictions imposed at the
beginning of the crisis may be reimposed or expanded to address increases in infection rates.
There are also potential financial implications as most organizations have reported decreases in
charitable giving since the pandemic started in March (Charity Navigator, 2020). Although SCO
Family of Services have not yet reported significant decreases in charitable giving, executives
have expressed concerns about donations dwindling as the pandemic drags on into 2021. This
could impact the amount of money available in the discretionary fund thereby impacting the
From Care to College (C2C)

33

amount of investment SCO can commit to the project in the future. Future work will include
leveraging relationships with funding organizations, and city and state representatives to promote
the importance and efficacy of the C2C platform in improving academic outcomes for youths in
foster care and expand funding opportunities including grants, and fees charged to organizations
that adopt the platform.
Project Dissemination and Next Steps
The C2C prototype was shared with two child welfare organizations, one of which
adopted the C2C platform for use; a representative from New York State Assemblywoman,
Latrice Walker’s office, social workers from child advocacy organization, Lawyers for Children,
foster and biological parents and a number of current and former foster youth. Future
dissemination plans include a press release, presenting at conferences attended by practitioners
and other constituencies, such as the NYC Division of Youth and Family Justice and the Annie
E. Casey Foundation. Future work also includes writing and releasing issue briefs and white
papers to a broader constituency, such as the U.S. Department of Health and Human Services,
Administration for Children and Families (ACF). Next steps in advancing the C2C project are
to complete the pilot phase and expand to the entire population of adolescents placed with SCO.
Focus groups will be held with stakeholders previously identified to obtain feedback about the
impact of the C2C platform on social emotional skills and academic performance they have
observed first-hand. Data collection, analysis and findings will be used to leverage interest and
financial support for the platform from other child welfare organizations across the country.
Further expansion of the C2C platform will move forward with organizations that are ready to
adopt the platform. The F.R.E.S.H. organization will complete the process of becoming a
501(c)3 and be a standalone organization. The time is now for this innovation because these
From Care to College (C2C)

34

youth will one day be in a position to make decisions for us and if we continue to fail them, they
will fail us, not in malice but because they won’t know any better.
From Care to College (C2C)

35

References
Alameda County Foster Youth Alliance (2013). Free cell phones and services for foster youth
ages 18-21. Retrieved from http://fosteryouthalliance.org/?p=8396#sthash.vjszhzKk.dpuf
Alford, K.A., Denby, R.W., & Gomez, E. (2019). Use of smartphone technology in foster care to
build relational competence: voices of caregivers and implications for prudent parenting.
Journal of Family Social Work, 22(3), 209-230.
Amin, R. (2019, March 28). Education officials ramp up focus on foster youth, but advocates ask
if it’s enough. Retrieved from https://chalkbeat.org/posts/ny/2019/03/28/foster-youth-
coaching-program
Anaya, N. (2017, April 25). Life in college after a life in foster care. The New York Times.
Retrieved from: https://www.nytimes.com/2017/04/25/opinion/after-foster-care-college-
california.html
Annie E. Casey Foundation (2016, June, 6). Child welfare “Hackathon” yields ideas,
collaboration and momentum. Retrieved from https://www.aecf.org/blog/child-welfare-
hackathon-yields-ideas-collaboration-and-momentum
Barnow, B.S., Buck, A., O’Brien, K., Pecora, P., Ellis, M.L. & Steiner, E. (2015). Effective
services for improving education and employment outcomes for children and alumni of
foster care services: Correlates and educational and employment outcomes. Child and
Family Social Work, 20, 159-170.
Barrat, V.X., & Berliner, B. (2013). The invisible achievement gap: Education outcomes of
students in foster care in California’s public schools (Part 1). San Francisco: WestEd
Bloomberg, M.R., & Mattingly, J.B. (2011). Guide to preparing youth for adulthood and
housing subsidy for youth with a goal of independent living or reunification. Retrieved
From Care to College (C2C)

36

from
https://www1.nyc.gov/assets/acs/pdf/finance/child_welfare_providers/pya_housing_subsi
dy_guide_acs_fiscal_manual_REVISED_09_20_11.pdf
Bucker, J., Kapczinski, F., Post, R., Cereser, K.M., Szobot, C., Yatham, L.N., Kapczinski, N.S.,
Kauer-Sant Anna, M. (2012). Cognitive impairment in school-aged children with early
trauma. Comprehensive Psychiatry, 53, 758-764.
Burley, M. & Halpern, M. (2001). Educational attainment of foster youth: Achievement and
graduation outcomes for children in state care. Olympia: Washington State Department
of Social and Health Services.
Camera, L. (2020, October 21). As many as 3 million children have gone without education
since March: Estimate. U.S. News. https://www.usnews.com/news/education-
news/articles/2020-10-21/as-many-as-3-million-children-have-gone-without-education-
since-march-estimate.
Campbell, F.A., Ramey, C.T., Pungello, E., Sparling, J. & Miller-Johnson, S. (2002). Early
childhood education: Young adult outcomes from the Abecedarian Project. Applied
Developmental Science, 6(1), 42-57.
Center on the Developing Child at Harvard University (2016). Applying the science of child
development in child welfare systems. Retrieved from
www.developingchild.harvard.edu.
Council of Family and Child Caring Agencies (2020). Child welfare and juvenile justice in NYS.
Retrieved from https://www.cofcca.org/about/child-welfare-in-
nys/#:~:text=The%20Council%20of%20Family%20and,services%20in%20New%20Yor
k%20State.
From Care to College (C2C)

37

Chamberlain, P., Brown, C.H., & Saldana, L. (2011). Observational measure of implementation
progress in community-based settings: The Stages of Implementation Completion (SIC).
Implementation Science, 6:116. doi: 10.1186/1748-5908-6-116.
Charity Navigator (2020, April 17). Impact of the pandemic and economic shutdown on the
nonprofit sector: Aggregate data from a survey of rated nonprofits across cause areas.
Retrieved from
https://www.charitynavigator.org/index.cfm?bay=content.view&cpid=7900.
Childhood Domestic Violence Association (2018). The circular impact of ACEs, education and
long-term health. Retrieved from https://cdv.org/2018/11/the-circular-impact-of-aces-
education-and-long-term-
health/#:~:text=Research%20has%20shown%20that%20children,to%20pursue%20a%20
higher%20education.
Children’s Partnership (2017, February 24). Leveraging technology to benefit kids in foster care
in California. Retrieved from
https://www.childrenspartnership.org/2017/02/24/leveraging-technology-benefit-kids-
foster-care-california/
Clark, D.B., Cornelius, J.R., Kirisci, L., & Tarter, R.E. (2005). Childhood risk categories for
adolescent substance involvement: A general liability typology. Drug and Alcohol
Dependence, 77(1), 13-21.
Clemens, R.V., Lalonde, T.L. & Shessley, A.P. (2016). The relationship between school
mobility and students in foster care earning a high school credential. Children and Youth
Services Review, 68, 193-201.
From Care to College (C2C)

38

Connelly, D.D., & Jordan, E. (2016). Five things to know about the transition from foster care to
adulthood. Bethesda, MD: Child Trends. Retrieved from
https://www.childtrends.org/child-trends-5/five-things-to-know-about-the-transition-
from-foster-care-to-adulthood
Conner, F. (2011). Building a foundation: Successful transitions for youth using evidence-based
practices. San Mateo, CA: Sonoma County Human Services Department. Retrieved
from http://mackcenter.berkeley.edu/sites/default/files/chi-2016-05-06/CHI/TOC-CHI-
114.pdf
Courtney, M.E. & Dworsky, A. (2006). Early outcomes for young adults transitioning from out-
of-home care in the USA. Child and Family Social Work, 11, 209-219.
Courtney, M.E., Dworsky, A., Brown, A., Cary, C., Love, K., Vorhies, V. (2011). Midwest
evaluation of the adult functioning of former foster youth: Outcomes at age 26. Chicago,
IL: Chapin Hall Center for Children at the University of Chicago.
Courtney, M.E., Terao, S., & Bost, N. (2004). Midwest evaluation of the adult functioning of
former foster youth: Conditions of youth preparing to leave state care. Chicago, IL:
Chapin Hall Center for Children at the University of Chicago.
Curtis, P.A., Dale, G., Jr., Kendall, J.C. & Rockefeller, J.D. IV. (1999). The foster care crisis:
Translating research into policy and practice. Lincoln, NE: University of Nebraska
Press.
DeGarmo, J. (2016, August 10). The classroom: A place of failure for children in foster care.
Retrieved from https://www.huffpost.com/entry/school-a-place-of-failure_b_11368424
From Care to College (C2C)

39

Denby, R.W., Brinson, J.A., Cross, C.L., & Bowmer, A. (2015). Culture and coping: kinship
caregivers’ experience with stress and strain and the relationship to child well-being.
Child and Adolescent Social Work Journal, 32(5), 465-479.
Dennis, M., Scott, C., Funka, R., & Nicholson, L. (2014). A pilot study to examine the feasibility
and potential effectiveness of using smartphones to provide recovery support for
adolescents. Journal of Substance Abuse Treatment, 47(4), 293-298.
DeVol, R., & Bedroussian, A. (2007). An unhealthy America: The economic burden of chronic
disease. Santa Monica, CA: Milken Institute.
Dodge, K.A., Bierman, K.L., Cole, D., Greenberg, M.T., Lochman, J.E., McMahon, R.J.,
Pinderhughes, E.E., & Conduct Problems Prevention Research Group (2015). Impact of
early intervention on psychopathology, crime and well-being at age 25. American
Journal of Psychiatry, 172(1), 59-70.
Duriak, J., Weissberg, R.P., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The impact of
enhancing students’ social and emotional learning: A meta-analysis of school-based
universal interventions. Child Development, 82, 405-432.
Dworsky, A. & Courtney, M.E. (2010). Does extending foster care beyond age 18 promote
postsecondary educational attainment? Emerging findings from the Midwest Study.
Chicago: Chapin Hall at the University of Chicago.
Dworsky, A. & Perez, A. (2010). Helping former foster youth graduate from college through
campus support programs. Children and Youth Services Review, 32, 255-263.
Dyer, J., Furr, N., & Lefrandt, C. (2019). Innovation capital: How to complete and win like the
world’s most innovative leaders. Harvard Business School Publishing.
From Care to College (C2C)

40

Every Student Succeeds Act of 2015, P.L. 114-95, 129 Stat. 1802. Retrieved from
https://congress.gov/114/plaws/publ95/PLAW-114publ95.pdf
Ferguson, H.B. & Wolkow, K. (2012). Educating children and youth in care: A review of
barriers to school progress and strategies for change. Children and Youth Services
Review, 34, 1143-1149.
Finn, J., Kerman, B., & LeCornec, J. (2005). Reducing the digital divide for children in foster
care: First year evaluation of the Building Skills-Building Futures program. Research on
Social Work Practice, 15(6), 470-480.
Foster Care Independence Act of 1999, P.L. 106-169, 113 Stat. 1882. Retrieved from
https://www.congress.gov/106/plaws/publ169/PLAW-106publ169.pdf
Foster Coalition (n.d.). Foster care technologies. Retrieved from
http://www.fostercoalition.com/foster-care-technology
Fostering Connections to Success and Increasing Adoptions Act of 2008, P.L. 110-351, 122 Stat.
3949. Retrieved from https://www.congress.gov/110/plaws/publ351/PLAW-
110publ351.pdf
Frederiksen, L. (2016). The developing brain and adverse childhood experiences (ACEs).
Retrieved from https://www.acesconnection.com/blog/the-developing-brain-and-adverse-
childhood-experiences-aces
Fryar, G., Jordan, E., & DeVooght, K. (2017). Supporting young people transitioning from foster
care: Findings from a national survey. Bethesda, MD: Child Trends. Retrieved from
https://www.childtrends.org/wp-content/uploads/2017/11/SYPTFC-Findings-from-a-
National-Survey-11.29.17.pdf
From Care to College (C2C)

41

Glisson, C. & Schoenwald, S.K. (2005). The ARC organizational and community intervention
strategy for implementing evidence-based children’s mental health treatments. Mental
Health Services Research, 7, 243-259. doi:10.1007/s11020-005-7456-1.
Gonzalves, L. (2013, August 7). Unleashing college success for youth from foster care,
nationwide advances. The Chronicle of Social Change. Retrieved from:
https://chronicleofsocialchange.org/news-2/unleashing-college-success-for-youth-from-
foster-care-nationwide-advances/3709
Graham, K.E., Schellinger, A.R., & Vaughn, L.M. (2015). Developing strategies for positive
change: Transitioning foster youth to adulthood. Children and Youth Services Review,
547, 1-79.
Greenberg, M.T., Weissberg, R.P., O’Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H., & Elias,
M.J. (2003). Enhancing school-based prevention and youth development through
coordinated social, emotional, and academic learning. American Psychologist, 58(6-7),
466-474.
Gustavsson, N. & MacEachron, A.E. (2012). Educational policy and foster youth: The risks of
change. Children and Schools, 34, 83-91.
Hawkins, J.D., Jenson, J.M., Catalano, R., Fraser, M.W., Botvin, G.J., Shapiro, V., Hendricks
Brown, C., Beardslee, W., Brent, D., Leslie, L.K., Rotheram-Borus, M.J., Shea, P., Shih,
A., Anthony, E., Haggerty, K.P., Bender, K., Gorman-Smith, D., Casey, Erin, & Stone, S.
(2015). Unleashing the power of prevention. NAM Perspectives. Discussion Paper.
National Academy of Medicine; Washington, DC.
From Care to College (C2C)

42

Hernandez, L. & Naccarato, T. (2010). Scholarships and supports available to foster care alumni:
A study of 12 programs across the U.S. Children and Youth Services Review, 32, 758-
766.
Hill, K.G., Bailey, J.A., Hawkins, J.D., Catalano, R.F., Kosterman, R., Oesterle, S., Abbott, R.D.
(2014). The onset of STI diagnosis through age 30: Results from the Seattle Social
Development Project Intervention. Prevention Science, 15(Suppl 1), S19-S32.
Jenson, J.M., & Hawkins, J.D. (2018). Ensure healthy development for all youth. In R. Fong,
J.E. Lubben, & R.P. Barth (Eds.), Grand Challenges for Social Work and Society (pp. 18-
35). Oxford University Press.
Johnson, A.J. & Tottenham, N. (2014). Regulatory Skill as a resilience factor for adults with a
history of foster care: A pilot study. Developmental Psychobiology, 1-16
Jones, M.G. (2014). Outline to improve the postsecondary educational outcomes of students
from foster care. Casey Family Programs: WA. Retrieved from
https://cdn.fc2success.org/wp-content/uploads/2014/08/Outline-to-Improve-
Postsecondary-Outcomes.pdf
Kennedy, T.D., Flach, Y., Detullio, D., Millen, D.H., Englebert, N., & Edmonds, W.A. (2019).
Exploring emotional intelligence and IQ as predictors of success of foster care alumni.
Journal of Child and Family Studies, 28, 3286-3295.
Kools, S.M. (1997). Adolescent identity development in foster care. Family Relations, 46(3),
263-271.
Kuka, D. (2014). Adolescent help-seeking: The promise of text counseling. Master of Social
Work Clinical Research Papers (Paper 350). Minneapolis, MN: St. Catherine University.
Retrieved from http://sophia.stkate.edu/msw_papers/350
From Care to College (C2C)

43

Lee, T.L. & Morgan, W. (2017). Transitioning to adulthood from foster care. Child and
Adolescent Psychiatric Clinics of North America, 26, 283-296.
Lewis, C.C., Proctor, E.K., & Brownson, R.C. (2018). Measurement issues in dissemination, and
implementation research. In R.C. Brownson, G.A. Colditz, & E.K. Proctor (Eds.).
Dissemination and Implementation Research in Health: Translating science to practice
(2
nd
ed, pp. 229-244). Oxford University Press.
Lofts Jarboe, K., & Agnosti, J. (2011). Independent living program transformation in California:
Lessons learned about working with older youth and implications for permanency.
Protecting Children, 26(1), 11-29. Retrieved from
http://www.americanhumansociety.net/assets/pdfs/children/protecting-children-
journal/pc26.pdf#page=11
Mackrill, T., Ebsen, F., & Antczak, H. (2015). Developing scales for smartphone applications
together: Youth and municipal case worker perspectives. Advances in Social Work, 16(1),
67.
Mannisto, I.I. & Pirttimaa, R.A. (2018). A review of interventions to support the educational
attainments of children and adolescents in foster care. Adoption and Fostering, 42(3)
266-281.
Matei, S.R., & Dumitrescu, S.M. (2012). Comparative study on the development of emotional
intelligence of institutionalized adolescents and teenagers in the family. Social and
Behavioral Sciences, 33, 513-517.
McLeod, S. (2020). Maslow’s hierarchy of needs. Simply Psychology. Retrieved from
https://www.simplypsychology.org/maslow.html
From Care to College (C2C)

44

McNaught, K.M. (2004). Learning curves: Education advocacy for children in foster care.
American Bar Association.
Mihaela, S. (2014). The effects of the growth environment on the adolescents’ self-esteem,
general intelligence and emotional intelligence. Social and Behavioral Sciences, 127,
864-867
Morton, B.M. (2015). Barriers to academic achievement for foster youth: The story behind the
statistics . Journal of Research in Childhood Education, 29, 476-491.
Naccarato, T., Brophy, M. & Courtney, ME. (2010). Employment outcomes of foster youth: The
results from the Midwest evaluation of the adult functioning of foster youth. Children
and Youth Services Review, 32, 551-559.
National Association of Social Workers (2017). Code of ethics. Retrieved from
https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English.
Nesmith, A. & Christophersen, K. (2014). Smoothing the transition to adulthood. Creating
ongoing supportive relationships among foster youth. Children and Youth Services
Review, 37, 1-8.
O’Donnell, J., Tan, P., & Kirkner, S. (2012). Youth perceptions of a technology-focused social
enterprise. Child and Adolescent Social Work Journal, 29(5), 427-446.
Olson, A., Scherer, D.G. & Cohen, A.L. (2017). Decision-making skills of emerging adults
aging out of foster care. Children and Youth Services Review, 82, 81-86.
Pecora, P.J. (2012). Maximizing educational achievement of youth in foster care and alumni.
Factors associated with success. Children and Youth Services Review, 34, 1121-1129.
Pecora, P.J., Kessler, R.C., O’Brien, K., White, C.R., Williams, J., Hiripi, E., Herrick, M.A.
(2006). Educational and employment outcomes of adults formerly were placed in foster
From Care to College (C2C)

45

care: Results from the Northwest foster care alumni study. Children and Youth Services
Review, 28, 1459-1481.
Pergamit, M.R. & Johnson, H. (2009). Extending foster care to age 21: Implications and
estimates from youth aging out of foster care in Los Angeles. San Francisco: The Stuart
Foundation. Retrieved from: http://www.cafosteringconnections.org
Peterson, S. (2017). Trauma treatments. Retrieved from https://www.nctsn.org/treatments-and-
practices/rauma-treatments.
Pew Research Center (2013). Teens and Technology 2013. Retrieved from
http://www.pewinternet.org/reports/2013/teens-and-tech.aspx
Phillips, L.A., Powers, L.E., Geenen, S., Schmidt, J., Winges-Yanez, N. McNeely, I.C., The
Research Consortium to Increase the Success of Youth in Foster Care (2015). Better
futures: A validated model for increasing postsecondary preparation and participation of
youth in foster care with mental health challenges. Children and Youth Services Review,
57, 50-59.
Richardson, S. (2019). Interview Takeways. Unpublished manuscript, University of Southern
California.
Riebschleger, J. Day, A., & Damashek, A. (2015). Foster care youth share stories of trauma
before, during and after placement: Youth voices for building trauma informed systems
of care. Journal of Aggression, Maltreatment & Trauma, 24(4), 339-360.
Salazar, A.M., Roe, S.S., Ullrich, J.S., & Haggerty, K.P. (2016). Professional and youth
perspectives on higher education-focused interventions for youth transitioning from
foster care. Children and Youth Services Review, 64, 23-34.

From Care to College (C2C)

46

Saleebey, D. (2013). The strengths perspective in social work practice. Boston: Pearson
Satrell, G. (2017). The 4 types of innovation and the problems they solve. Harvard Business
Review. Retrieved from https://hbr.org/2017/06/the-4-types-of-innovation-and-the-
problems-they-solve
Scannapieco, M., Smith, M., & Blakeney-Strong, A. (2016). Transition from foster to
independent living: Ecological predictors associated with outcomes. Child and
Adolescent Social Work Journal, 33, 293-302.
Sex Trafficking and Strengthening Families Act of 2014, P.L. 113-183, 128 Stat. 1919.
Retrieved from https://www.congress.gov/113/plaws/publ183/PLAW-113publ183.pdf.
Smithgall, C., Gladden, R.M., Howard, E., George, R.M., & Courtney, M.E. (2004).
Educational experiences of child in out of home care. Chicago: Chapin Hall at the
University of Chicago.
Smithgall, C., Jarpe-Ratner, E., Walker, L. (2010). Looking back, moving forward: Using
integrated assessments to examine the educational experiences of children entering foster
care. Chicago: Chapin Hall at the University of Chicago.
Stott, T. (2013). Transitioning youth: Policies and outcomes. Children and Youth Services
Review, 35, 218-227.
Strolin-Goltzman, J., Woodhouse, V., Suter, J., & Werrbach, M. (2016). A mixed method study
on educational well-being and resilience among youth in foster care. Children and Youth
Services Review, 70, 30-36.
Treehouse (2020). Treehouse survey shows 26% of youth in foster care have disengaged from
during pandemic. Retrieved from https://www.prnewswire.com/news-releases/treehouse-
survey-shows-26-of-youth-in-foster-care-have-disengaged-from-school-during-
From Care to College (C2C)

47

pandemic-
301111245.html#:~:text=%22More%20than%20a%20quarter%20of,Lisa%20Chin%2C%
20CEO%20of%20Treehouse.&text=25%25%20of%20youth%20in%20care,the%20move
%20to%20distance%20learning.
U.S. Department of Health and Human Services (2019). The AFCARS Report. Retrieved from
https://www.acf.hhs.gov/cb.
Vinter, R., & Kish, R. (1984). Budgeting for not-for-profit organizations. New York, NY: Free
Press.
Wolanin, T.R. (2005). Higher education opportunities for foster youth: A primer for
policymakers. Washington, DC: The Institute for Higher Education Policy.
Yeager, D.S. (2017). Social and emotional learning programs for adolescents. The Future of
Children, 27(1), 73-94.
Zarate-Alva, N.E., & Sala-Roca, J. (2019). Socio-emotional skills of girls and young mothers in
foster care. Children and Youth Services Review, 100, 50-56.
Zastrow, C., & Kirst-Ashman, K.K. (2016). Understanding human behavior and the social
environment. Belmont, CA: Brooks/Cole.
Zimmerman, M.A. (2000). Empowerment theory: Psychological, organizational and community
levels of analysis. Handbook of Community Psychology. 43-63.

Abstract (if available)

Abstract Foster youth who experience trauma prior to and following placement in foster care are at risk for poor academic achievement, mental health concerns, and delayed cognitive development. For youth that spend a significant amount of time in foster care placement and transition out, the likelihood of enrolling in and successfully completing postsecondary or vocational education undoubtedly decreases. Recently, several federal policies have been enacted to close the achievement gap

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Empowering and building resilience with youth in congregate care

PDF

Addison’s Neighbor: permanent supportive housing for parenting youth transitioning out of foster care

PDF

Social emotional learning the future of education

PDF

Integration of behavioral health outcomes into electric health records to improve patient care

PDF

Building futures

PDF

Staying the Course: runaway prevention program

PDF

Ending homelessness: evolution of the Qad Prep Academy

PDF

Ensuring the healthy development of all youth by focusing on the psychosocial well-being of early childhood professionals

PDF

Reducing the prevalence of missed primary care appointments in community health centers

PDF

The Universal Record Data Sharing System

PDF

Stigma-free pregnancy: a recruitment and retention strategy for healthcare systems to engage pregnant women with substance use disorder in collaborative care

PDF

Homeless youth: Reaching the Hard-To-Reach

PDF

Social network engagement and HIV risk among homeless former foster youth

PDF

Flockittome: an app to support and encourage volunteering for social good, to make it fun to volunteer and be on a team

PDF

RE.STORE: a systemic approach of recovery from compulsive internet pornography use

PDF

Ensuring healthy development for all youth: homelessness is trauma connecting with the invisible families: fostering the parent-child bond

PDF

SCALE UP: an integrated wellness framework for schools

PDF

Improving homeless access to emergency shelters through technology

PDF

Helping parents cultivate social capital in educational settings to achieve equal opportunities and justice for African American students

PDF

Governance Excellence through Consumer Voice

Asset Metadata

Creator Richardson, Shari B. (author)

Core Title From Care to College (C2C): improving academic outcomes for youth in foster care – through technology and social emotional learning

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Publication Date 12/22/2020

Defense Date 11/12/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education,foster care,OAI-PMH Harvest,social-emotional learning,Technology,trauma

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Kratz, Stacy (committee chair)

Creator Email srichardson724@aol.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-415187

Unique identifier UC11668215

Identifier etd-Richardson-9233.pdf (filename),usctheses-c89-415187 (legacy record id)

Legacy Identifier etd-Richardson-9233.pdf

Dmrecord 415187

Document Type Capstone project

Rights Richardson, Shari B.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA