Academic Performance Among Former Foster Youth: The Importance of Neighborhood

Background and Purpose Many studies have found that neighborhood characteristics can be particularly important in determining youth educational outcomes (Leventhal & Brooks-Gunn, 2000; Kauppinen, 2007). For example, residence in affluent neighborhoods was consistently associated with less drop-out, better grades and increased chances of completing high school and attending college (Laventhal & Brooks-Gunn, 2000). This paper examines this phenomenon for former foster youth who are transitioning to adulthood and are enrolled in any type of post-secondary educational program. Youth who are aging-out of the foster care system are especially prone to residing in disadvantaged neighborhoods upon their emancipation. Emancipated youth often exhibit sporadic patterns of employment that does not provide them with financial security. Their earnings tend to be lower than average and many youth are unable to support their most basic needs (Courtney & Dworsky, 2006; Courtney et al., 2001). Financial instability may drive these youth to seek low-cost housing located in poor neighborhoods which in turn may affect their academic performance. Research Question Do neighborhoods impact academic performance among former foster youth participating in post-secondary education? Methods This study examines the effects of neighborhood residence on college retention among youth who are aging-out of foster care. Young adults included in the study are enrolled in a multifaceted program designed to assist aging-out youth who are pursuing a post-secondary education. This initiative is funded by a public child-welfare agency and coordinated by a state university. The sample for this study includes 283 former foster youth enrolled in post-secondary training or education programs across one state and the neighborhoods in which they reside. A neighborhood is defined for our purposes as a residential census tract. Data defining a neighborhood's structure are derived from the 2000 US Census and include information on an area's demographic and socioeconomic profile. Data defining a youth's success in school are derived from their grade point average (GPA) through administrative records. Additionally, we control for gender and school-type (4 year university vs. community college). The addresses of the youth were geocoded using ArcGIS software to determine in which neighborhoods they reside. Factor scores were then calculated using principle components analysis to determine neighborhood structure. The factor scores were compared with the youth's GPA using hierarchical linear modeling. Results The sample of 283 former foster were 72% female, 48% attended a four year university, and had a mean GPA of 2.33 (SD=.97). The youth lived in 242 neighborhoods characterized by three factors: poverty, high immigrant concentration, and residential instability. Controlling for an individual's gender and school type, we found neighborhoods characterized by high poverty to negatively impact a youth's GPA (b=-.11, SE=.05 p<.05). Implications The results here underscore the importance of supporting former foster youth as they transition to adulthood. One's neighborhood of residence has an impact on academic performance, reinforcing the importance of housing support for former foster youth and guidance when making housing decisions.