Challenging the "School-to-Prison" Pipeline: Pathways from Incarceration to College Among Youth in Foster Care

Background/objectives: The benefits of postsecondary education are well established, yet youth with dual system involvement (DSI)—in both the child welfare and legal systems—face disproportionate barriers to educational attainment. Studies show that youth involved in either system experience lower rates of high school and college completion (Abrams & Franke, 2013; Okpych & Courtney, 2021). Although research examining postsecondary outcomes for youth with DSI is limited, emerging evidence suggests they face greater challenges. Fewer than 3% of those who attend community college earn a degree within 10 years—over 10 times less likely than first-time, full-time students (Culhane et al., 2011). To better understand factors that influence educational success in this population, this study examines degree attainment and key contributing factors for youth with DSI.

Method: Using CalYOUTH Study data collected at age 23 (n=622), we compared differences in educational outcomes and potential contributing factors between youth in care who had and had not been incarcerated as juveniles. Educational outcomes were measured at Wave 4 (age 23); contributing factors were measured at Wave 1 (age 17). Educational outcomes included three measures: high school completion; college entrance; and any college degree attainment. Contributing factors included demographic, foster care, behavioral health, and social support networks characteristics. Chi-square tests and t-tests were used to compare differences in postsecondary education by DSI status.

Results: About one-quarter of respondents (23.4%) had been incarcerated as juveniles. Compared to those never incarcerated, youth with DSI histories were less likely to complete high school (77% vs. 88%) or enter college (28% vs. 43%). Additionally, we found an interaction between gender and DSI status, with females with DSI having the lowest high school completion, while males with DSI had the lowest college entry. Among racial/ethnic groups, American Indian youth with DSI had the lowest college entry, while Hispanic youth with DSI had the lowest high school completion and college entry. Analysis of factors influencing educational outcomes stratified by DSI status revealed several individual and foster care characteristics. Among high school completers, those with DSI histories were more likely to be Black (32% vs. 18%), have substance use disorders (36% vs. 18%), congregate care histories (77% vs. 41%), and more out-of-home placements (7.2 vs. 4.5), while less likely to have adequate emotional support (57% vs. 69%) and nominate supports (3.5 vs. 3.9) (all p<.05). Among college entrants, those with DSI were more likely to have congregate care histories (73% vs. 35%) and enter care at younger ages (8.4 vs. 10.9) (all p<.05).

Conclusions/Implications: This study underscores the persistent educational disparities faced by young people with DSI and highlights factors that may promote educational outcomes. Findings emphasize the importance of substance use treatment and social support in enhancing educational success. Ultimately, understanding broader barriers and supports for youth with dual-system histories—as well as disparities in higher education—can inform the development of more effective policies and practices that improve educational access and success for transition-age youth.