 Frequent moving has a negative affect on the school achievement of foster children makes the case for reformBarton Allen and James S. Vacca Children and Youth Services Review, 2010, vol. 32, issue 6, 829-832 Abstract: This study will investigate how the frequent school and home mobility of foster children affects their overall academic achievement in school. It will attempt to answer the following questions: 1. How is School Achievement affected by the Mobility of Foster Children? 2. What can society, as well as state and federal governments do to establish long-term consistent care that will ensure long-term success and achievement of all foster care children? 3. What can school and welfare agencies do to help improve the academic achievement of foster care children? Foster children are subjected to many obstacles during their education in public schools. Most of these children move from school to school because they frequently change foster homes. Since improved academic achievement in school is important to all foster children, this study examines the dilemma of the foster care child in the classroom. Furthermore, this study examines the academic performance of children in foster care and describes what the research believes can be done to solve this problem and improve the chances for the foster child's academic success. Keywords: Foster; children; Mobility; Achievement; Reform; Foster; care (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:32:y:2010:i:6:p:829-832 Access Statistics for this article Children and Youth Services Review is currently edited by Duncan Lindsey More articles in Children and Youth Services Review from Elsevier |
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