Estimating the effects of independent living services on educational attainment and employment of foster care youth

Abstract

Transition-aged foster care youth have higher risks of adverse outcomes, notably in education and employment, than youth who do not spend time in foster care. For the purpose of assisting a successful transition of foster care youth to adulthood, states provide Independent Living Services (ILS) with federal funding support. This study aims to test ILS's effects on educational attainment and employment of foster care youth. We employ multi-state data sources: the National Youth in Transition Database (NYTD) Outcome survey, NYTD service files, and the Adoption and Foster Care Analysis and Reporting System, collected from foster youth (N = 4206). The dependent variables are high school completion, post-secondary education, and full-time employment measured at age 21. The independent variable is any ILS use in the following areas during the ages of 17–18: academic support, career preparation, employment or vocational training, mentoring, or education financial assistance. Propensity Score Matching was used to adjust for potential selection bias and pre-existing differences in observation data between youth who received and did not receive ILS. The weighted logistic regression analyses show that foster youth using ILS are significantly more likely to complete high school education (Odds Ratio = 1.25, p = .03), have a post-secondary education (Odds Ratio = 1.20, p = .03), and work full-time (Odds Ratio = 1.24, p = .04) in emerging adulthood. We discuss the gaps and challenges in current research that estimates ILS effects. The findings suggest that it is critical to fully implement these services, explore approaches for providing more complete and equitable access, and continue work that further explicates key factors in receipt and effectiveness of ILS for transition-aged youth.