From Foster Care to College: Factors Associated with Youth Outcomes in California Community Colleges

Background: Youth with experience in foster care (YEFC) attend postsecondary education at much lower rates than their peers. However, little research has investigated student-, college-, and system-level factors that are linked to their enrollment, first-year persistence, and credential completion . California has one of the largest child welfare systems in the country, and the overwhelming majority of its YEFC enter postsecondary education through the state’s community college system. Although extant research has investigated a range of demographic, foster care, and college-level characteristics with postsecondary outcomes in four-year colleges, we know little about factors associated with YEFC success in two-year colleges.

Methods: We use linked state child welfare administrative data and California Community College Chancellor’s Office (CCCCO) records to explore the relationship between characteristics of YEFC (e.g., behavioral health, disability status, experiences in foster care, and access to campus resources) and four key college outcomes: enrollment, persistence through two semesters, GPA, and completion of a vocational certificate or degree within four years of enrolling. Our cohort includes all youths in California foster care between January 2004 and September 2016 who were age 13 and older, and who were at least 21 years old as of September 2024 (n = 137,720). We calculated persistence rates among YEFC who enrolled in at least one course and degree completion rates among those who enrolled beyond the first year. We conducted descriptive analyses, chi-square tests, ANOVAs, and multinomial logistic regressions to examine factors associated with college outcomes.

Results: Overall, 39.6% of YEFC enrolled in at least one course and 42% went on to persist through their first two terms. Of those who enrolled beyond their first year, 9.6% earned a certificate or degree. We find statistically significant (p < .01) differences in key outcomes by several characteristics. For example, being male (vs. female), spending time in more foster care placements per year, and being predominantly placed in congregate care were associated with worse outcomes.

About 20% of YEFC were identified as having a behavioral health concern. In their first year 9% of YEFC received services for students with disabilities and 82% received some financial aid. While having a behavioral health concern was associated with poorer outcomes, receiving disability services and financial aid were each linked to college success.

Conclusions and Implications: This study provides new information on associations between YEFC characteristics, foster care backgrounds, access to college resources, and their academic outcomes in community college. About 1 in 5 YEFC had an identified behavioral health concern and struggled to succeed in college. Increasing access to behavioral health services is an important area of focus for child welfare departments and community colleges. YEFC with disabilities are likely under-identified and under-served in college, but preliminary findings suggest that these services may be beneficial. Receiving financial aid was strongly associated with success, however, one-fifth of YEFC received no aid in their first year. Child welfare departments and service providers can work to increase YEFC’s awareness of and access to financial aid that may improve community college success.