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How Changes in Foster Youth Classification Status Relate to Student Absenteeism and Discipline

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Bibliographic Details
Title: How Changes in Foster Youth Classification Status Relate to Student Absenteeism and Discipline
Language: English
Authors: Kevin A. Gee, S. Colby Woods, Michael A. Gottfri, Stanford University, Policy Analysis for California Education (PACE)
Source: Policy Analysis for California Education, PACE. 2026.
Availability: Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Peer Reviewed: N
Page Count: 16
Publication Date: 2026
Document Type: Reports - Research
Descriptors: Foster Care, Attendance, Student Behavior, Discipline, Classification, Suspension, Barriers, Trauma, Educational Environment, State Legislation, Student Rights, Expulsion, Student Characteristics, Age Differences
Geographic Terms: California
Abstract: In California, youth in foster care experience some of the highest rates of chronic absence, with more than one in three missing 10 percent or more of the 2024-25 school year. Boosting the school attendance of youth in foster care requires pinpointing and addressing the factors that influence their attendance--including entry into and exit from classification status as foster youth while still in school. This brief presents new evidence of how such status relates to attendance and discipline in four of California's CORE school districts. Entry into classification as a foster youth is associated with decreases in days absent and chronic absence alongside increases in exclusionary discipline, while exiting classification is associated with increases in absenteeism and no significant change in disciplinary risk. These findings have implications for strengthening educational stability and for state policies aimed at supporting the educational well-being of youth in foster care.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED680413
Database: ERIC
Description
Abstract:In California, youth in foster care experience some of the highest rates of chronic absence, with more than one in three missing 10 percent or more of the 2024-25 school year. Boosting the school attendance of youth in foster care requires pinpointing and addressing the factors that influence their attendance--including entry into and exit from classification status as foster youth while still in school. This brief presents new evidence of how such status relates to attendance and discipline in four of California's CORE school districts. Entry into classification as a foster youth is associated with decreases in days absent and chronic absence alongside increases in exclusionary discipline, while exiting classification is associated with increases in absenteeism and no significant change in disciplinary risk. These findings have implications for strengthening educational stability and for state policies aimed at supporting the educational well-being of youth in foster care.