Evaluation of the Early Start to Emancipation Preparation -Tutoring Program Los Angeles County, California: Final Report

Courtney, Mark E.; Zinn, Andrew; Zielewski, Erica H.; Bess, Roseana; Malm, Karin; Stagner, Matthew; Pergamit, Michael

doi:10.1037/e659832010-001

Cited by 15 publications

(33 citation statements)

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“…A notable exception is a study that examined the relationship between social ties, social support, and material hardship of foster youth making the transition to adulthood. Drawing from the sample of 316 former foster youth in Los Angeles who left foster care and were followed up to age 20 as part of the Chaffee Independent Living Program Evaluation Project (Courtney et al., 2008), findings suggest that increased contact with a biological caregiver during foster care decreased the likelihood of experiencing material hardship during the transition to adulthood. In addition, youth who developed extensive networks while in foster care and maintained these networks after leaving foster care were less likely to experience material hardship (Won, 2008).…”

Section: Social Bonds the Transition To Adulthood And Crime Among Fmentioning

confidence: 99%

Risk for arrest: The role of social bonds in protecting foster youth making the transition to adulthood.

Cusick¹,

Havlicek²,

Courtney³

2012

American Journal of Orthopsychiatry

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This study examines a sample of foster youth at the onset of the transition to adulthood and explores how social bonds are related to the risk of arrest during adulthood. Drawing from official arrest records, event history models are used to examine the time to arrest. Because individuals may be at risk for different types of crime, competing risk regression models are used to distinguish among arrests for drug-related, nonviolent, or violent crimes. Between the ages of 17–18 and 24, 46% of former foster youth experience an arrest. Arrests were evenly distributed across drug, nonviolent, and violent crimes columns. Although findings fail to support the significance of social bonds to interpersonal domains, bonds to employment and education are associated with a lower risk for arrest. Child welfare policy and practice implications for building connections and protections around foster youth are discussed.

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Section: Social Bonds the Transition To Adulthood And Crime Among Fmentioning

confidence: 99%

Risk for arrest: The role of social bonds in protecting foster youth making the transition to adulthood.

Cusick¹,

Havlicek²,

Courtney³

2012

American Journal of Orthopsychiatry

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“…Furthermore, little evidence supports the effectiveness of independent living programs (Barth, Greeson, Zlotnik, & Chintapalli, 2011). Early evaluation studies show inconsistent impacts in the transition to adulthood (Cook, Fleishman, & Grimes, 1991; Scannapieco, Schagrin, & Scannapieco, 1995), and randomized controlled trials find few differences in key areas, such as education, employment, and delinquency between youth referred for independent living programs versus youth who receive other services (Courtney, Zinn, Zielewski, Bess, & Malm, 2008; Greeson, Garcia, Kim, & Courtney, 2015). Only one RCT examines housing outcomes, and finds no significant impact of independent living services on residential instability or homelessness (Courtney, Zinn, Koralek, & Bess, 2011).…”

Section: Introductionmentioning

confidence: 99%

Homelessness and aging out of foster care: A national comparison of child welfare-involved adolescents

Fowler

Marçal

Zhang

et al. 2017

Children and Youth Services Review

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The present study represents the first large-scale, prospective comparison to test whether aging out of foster care contributes to homelessness risk in emerging adulthood. A nationally representative sample of adolescents investigated by the child welfare system in 2008 to 2009 from the second cohort of the National Survey of Child and Adolescent Well-being Study (NSCAW II) reported experiences of housing problems at 18- and 36-month follow-ups. Latent class analyses identified subtypes of housing problems, including literal homelessness, housing instability, and stable housing. Regressions predicted subgroup membership based on aging out experiences, receipt of foster care services, and youth and county characteristics. Youth who reunified after out-of-home placement in adolescence exhibited the lowest probability of literal homelessness, while youth who aged out experienced similar rates of literal homelessness as youth investigated by child welfare but never placed out of home. No differences existed between groups on prevalence of unstable housing. Exposure to independent living services and extended foster care did not relate with homelessness prevention. Findings emphasize the developmental importance of families in promoting housing stability in the transition to adulthood, while questioning child welfare current focus on preparing foster youth to live.

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“…One intervention was delivered in the care setting, where undergraduate and graduate students are the delivery agents. In the ESTEP programme young people meet with a tutor twice a week within the care setting, and receive up to 50 hours of tutoring in a math, spelling, reading and vocabulary curriculum (Courtney et al ., ; Zinn & Courtney, ). Tutors receive one day of training on commencement of the intervention and ongoing development twice a year.…”

Section: Resultsmentioning

confidence: 99%

“…First, there remains an insufficiency of theoretically driven interventions, and where theoretical approaches have gained traction, as with the Early Start to Emancipation Preparation (ESTEP) Tutoring programme, interventions have been ineffective (Courtney et al ., ; Zinn & Courtney, ). Hence based on existing research, it is not only premature to suggest that educational outcomes are amenable to intervention, but it is impossible to draw conclusions about the types of interventions that might work best.…”

Section: Introductionmentioning

confidence: 99%

Systematic review of educational interventions for looked‐after children and young people: Recommendations for intervention development and evaluation

Evans

Brown

Rees

et al. 2016

British Educational Res J

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Looked‐after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged ≤18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills; academic achievement and grade completion; special education status; homework completion; school attendance, suspension, and drop‐out; number of school placements; teacher‐student relationships; school behaviour; and academic attitudes. Fifteen studies reporting on 12 interventions met the inclusion criteria. Nine interventions demonstrated tentative impacts. However, evidence of effectiveness could not be ascertained due to variable methodological quality, as appraised by the Cochrane risk of bias tool. Theoretical and methodological recommendations are provided to enhance the development and evaluation of educational interventions.

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Evaluation of the Early Start to Emancipation Preparation -Tutoring Program Los Angeles County, California: Final Report

Cited by 15 publications

References 0 publications

Risk for arrest: The role of social bonds in protecting foster youth making the transition to adulthood.

Risk for arrest: The role of social bonds in protecting foster youth making the transition to adulthood.

Homelessness and aging out of foster care: A national comparison of child welfare-involved adolescents

Systematic review of educational interventions for looked‐after children and young people: Recommendations for intervention development and evaluation

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