{'fraction_non_alphanumeric': 0.0204369274136716, 'fraction_numerical': 0.010570824524312896, 'mean_word_length': 5.69811320754717, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Post-Secondary Education and Training Support Utilization by Students from Foster Care: Findings from Scholarship Recipient Interviews

ABSTRACT The United States federal government estimated that 513,000 children were in foster care as of September 30, 2005. Neglected or abused children are at higher risk for school failure at the secondary and post-secondary levels. Because educational achievement is a powerful determinant of future life success, the educational needs of current and former foster care youth is of particular concern. In the present study, 115 former foster care youth enrolled currently or formerly in Casey Family Programs' (Casey) Continuing Education and Job Training (CEJT) scholarship program were surveyed to explore the kinds of supports and services they utilized as part of their continuing education. It was found that program completers reported utilizing academic and financial assistance the least, while non-completers reported using academic help the most. Additionally, findings suggest that informal supports such as foster or birth family and friends were utilized most for academic and emotional assistance. Meanwhile, formal supports such as the school/institution, foster care agency resources, and community resources were utilized most for financial and medical/dental assistance. Policy and practice recommendations for post-secondary support professionals are discussed.