Educational Policy and Reform for Homeless Students

Abstract

This article provides an overview of educational reform efforts that have been targeted toward assisting homeless students. The authors first review some of the difficulties and barriers that confront homeless children in terms of school access and academic success. The authors then examine four different types of educational reforms for homeless students-mainstreamed schools, supplemental supports, transitional schools (separate schools), and modified comprehensive schools-in relation to the existing barriers for homeless students. Using a case study approach, the authors briefly describe the first modified comprehensive school in the nation and the programs that are being implemented at the school. This article concludes that school reforms for homeless children need to be tailored to the specific context of the community and not be based on national one-size-fits-all reform policy. Recommendations are provided to assist in the planning of educational programs to enhance the academic success of the homeless student.

Homeless Educational Policy

“…However, this focus results in "blanket" approaches to policy implementation, failing to address the racial realities for students of color receiving services under McKinney-Vento. Much of the research and literature on educational policy for homeless students concentrates efforts on monitoring compliance and identifying violations committed by districts and schools that do not accurately implement this policy (Biggar, 2001;Heybach, 2000;Mawhinney-Rhoads & Stahler, 2006;Nunez & Collignon, 1999). Where most would agree that implementation is an issue, the problem that remains to be addressed is why homeless students still endure such barriers to education.…”

Studying and Addressing Homelessness in Urban Communities

“…The students may have low selfesteem and may find it difficult to get along with others because they are worried about their home situations or perhaps because they are suffering from lack of sleep or rest. Mawhinney-Rhoads and Stahler (2006) concluded that school reform policies for homeless students need to be responsive and tailored to meet the evolving needs of the students they serve.…”

Supporting the Literacy Development of Children Living in Homeless Shelters

“…Still, the barriers to an uninterrupted school experience are monumental. Issues related to residency, guardianship, school records, immunization, and transportation, although addressed by this legislation, can still be obstacles to school attendance (Mawhinney-Rhoads & Stahler, 2006;Sinatra, 2007;Stronge, 2000). These impediments are best understood through a description of life in a homeless shelter.…”