View in EDS

Transition to Independence (TIP) Wayne State: Effects on Academic Outcomes of College-Enrolled Students with Lived Experience in Foster Care

Saved in:
Bibliographic Details
Title: Transition to Independence (TIP) Wayne State: Effects on Academic Outcomes of College-Enrolled Students with Lived Experience in Foster Care
Language: English
Authors: Angelique Day (ORCID 0000-0003-0331-1405), Youngjun Choi, M. Sebrena Jackson
Source: Journal of Diversity in Higher Education. 2026 19(3):231-242.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Foster Care, Student Personnel Services, Student College Relationship, Program Effectiveness, School Holding Power, Graduation Rate, First Generation College Students, Low Income Students
Geographic Terms: Michigan (Detroit)
DOI: 10.1037/dhe0000600
ISSN: 1938-8926
1938-8934
Abstract: Postsecondary students with foster carebackgrounds face a range of unique challenges to academic engagement and success. Many campuses have introduced specialized support programs for these students, but few have been rigorously tested. This study is one of the first examinations of a campus support program to use a quasiexperimental design, including propensity score matching, to evaluate the efficacy of a campus support program for enrolled college students who have lived experience in foster care. The Transition to Independence Program (TIP) Wayne State participants were compared to other students with lived experience in foster care not enrolled in the program as well as a sample of TRIO-eligible (low-income, first-generation) students without foster care experience (N = 331). TIP Wayne State is a program intervention that uses campus champions and includes targeted financial aid, concrete supports, academic coaching, and university/community-level navigation support. Overall, analysis indicated that TIP Wayne State students were significantly more likely to be retained than students with lived experience in foster care who were not engaged with the program, and TIP Wayne State-enrolled students were retained at a similar level as their nonfoster TRIO-eligible peers. This study finds that targeted financial aid coupled with concrete supports, structured coaching, and system navigation approaches can positively impact retention and degree completion for students with lived experience in foster care. Recommendations for policy and practice are also offered.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507869
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1507869
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Transition to Independence (TIP) Wayne State: Effects on Academic Outcomes of College-Enrolled Students with Lived Experience in Foster Care
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Angelique+Day%22">Angelique Day</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0331-1405">0000-0003-0331-1405</externalLink>)<br /><searchLink fieldCode="AR" term="%22Youngjun+Choi%22">Youngjun Choi</searchLink><br /><searchLink fieldCode="AR" term="%22M%2E+Sebrena+Jackson%22">M. Sebrena Jackson</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2026 19(3):231-242.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foster+Care%22">Foster Care</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Student+College+Relationship%22">Student College Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation+Rate%22">Graduation Rate</searchLink><br /><searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Michigan+%28Detroit%29%22">Michigan (Detroit)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/dhe0000600
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1938-8926<br />1938-8934
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Postsecondary students with foster carebackgrounds face a range of unique challenges to academic engagement and success. Many campuses have introduced specialized support programs for these students, but few have been rigorously tested. This study is one of the first examinations of a campus support program to use a quasiexperimental design, including propensity score matching, to evaluate the efficacy of a campus support program for enrolled college students who have lived experience in foster care. The Transition to Independence Program (TIP) Wayne State participants were compared to other students with lived experience in foster care not enrolled in the program as well as a sample of TRIO-eligible (low-income, first-generation) students without foster care experience (N = 331). TIP Wayne State is a program intervention that uses campus champions and includes targeted financial aid, concrete supports, academic coaching, and university/community-level navigation support. Overall, analysis indicated that TIP Wayne State students were significantly more likely to be retained than students with lived experience in foster care who were not engaged with the program, and TIP Wayne State-enrolled students were retained at a similar level as their nonfoster TRIO-eligible peers. This study finds that targeted financial aid coupled with concrete supports, structured coaching, and system navigation approaches can positively impact retention and degree completion for students with lived experience in foster care. Recommendations for policy and practice are also offered.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507869
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507869
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/dhe0000600
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 231
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foster Care
        Type: general
      – SubjectFull: Student Personnel Services
        Type: general
      – SubjectFull: Student College Relationship
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: School Holding Power
        Type: general
      – SubjectFull: Graduation Rate
        Type: general
      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Michigan (Detroit)
        Type: general
    Titles:
      – TitleFull: Transition to Independence (TIP) Wayne State: Effects on Academic Outcomes of College-Enrolled Students with Lived Experience in Foster Care
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Angelique Day
      – PersonEntity:
          Name:
            NameFull: Youngjun Choi
      – PersonEntity:
          Name:
            NameFull: M. Sebrena Jackson
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1938-8926
            – Type: issn-electronic
              Value: 1938-8934
          Numbering:
            – Type: volume
              Value: 19
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Diversity in Higher Education
              Type: main
ResultId 1