Session: Findings from the Federal Multi-Site Evaluation of Foster Youth Services (Research that Promotes Sustainability and (re)Builds Strengths (January 15 - 18, 2009))

This symposium presents findings from the ongoing federal evaluation of independent living programs funded under the John Chafee Foster Care Independence Program (CFCIP). Impact and process findings concerning two programs in Los Angeles county will be presented and policy implications discussed. Of the estimated 287,000 children who left out-of-home care in the United States during fiscal year 2005, nine percent, or 24,407, remained in care until they were legally “emancipated” to “independent living,” usually due to reaching the age of majority or upon graduation from high school. However, research findings suggest that the transition to adulthood is difficult for foster youth in the United States. Their employment prospects are bleak, and few of them escape poverty during the transition. Compared to their peers, former foster youth have higher rates of out-of-wedlock parenting, and many become involved in, or become the victims of, crime. They also often suffer from mental health problems that can negatively affect other outcome domains, and these problems are less likely to be treated once youth leave care. In recognition of the difficultly youth face when aging out of substitute care, in 1999 the John Chafee Foster Care Independence Program (CFCIP) was created, giving states more funding and greater flexibility in providing support for youth making the transition to adulthood. Subsequent to the creation of CFCIP, numerous independent living service programs have been developed. Yet, a recent review by Donkoh, et al., (2006) found that no rigorous evaluations of independent living services have been conducted. In 2002, DHHS's Children's Bureau contracted with the Urban Institute, the Chapin Hall Center for Children, and the National Opinion Research Center to conduct an evaluation of selected programs funded through the CFCIP. Study findings and conclusions pertaining to the following Los Angeles-based programs are the subject of this symposium. Life Skills Training Program (LST): LST provides 30 hours of life skills training over five weeks to foster youth age 16 and over. The classes are held on community college campuses throughout Los Angeles County, CA. LST is staffed by workers tasked with conducting outreach to youth to engage them in the program, as well as provide some case management. Early Start to Emancipation Preparation (ESTEP)-Tutoring Program: ESTEP provides up to 65 hours of in-placement tutoring and mentoring to foster youth, age 14 and 15, who are one to three years behind grade level in reading or math. ESTEP is offered through 12 community colleges in Los Angeles County and is staffed by college student tutors. Together, the papers in this symposium will address the following questions: (1) What impact do LST and ESTEP have for youth compared with similar youth who have access to “services as usual” in key outcomes like self-sufficiency and well-being ? (2) How were the ESTEP-Tutoring and LST programs implemented and what challenges to implementation and service provision did the programs face? (3) What are the strengths and limitations of randomized studies in moving policy forward in child welfare and related fields.