Abstract
The purpose of this study was to determine if there was a difference in academic performance between children in care (referred to in British Columbia as children in continuing custody (CCC) and the general population of students in Grades 4, 7, and 10 in the areas of writing, reading, and numeracy. Data for the study consisted of merging information on children in continuing custody with the Foundation Skills Assessment (FSA) scores on all students in the public school system in British Columbia. Academic performance among CCC was found to be significantly lower than in the general population of students. This finding occurs across all grades studied and across all subject categories. Implications of the findings are discussed and a comprehensive strategic model is presented.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
