Supporting the Academic Success

of Foster Youth Partial Credit

Recommendations

By the Child and Youth Development and Successful Transitions Committee

Presented to theChild Welfare Council

The ChallengeFoster youth experience significant barriers to academic success includingfrequent change of schools

As a result, foster youth are ● Often working below grade level (75%)● Frequently held back by 3rd grade (84%)● More likely to drop out (46%)● Less likely to graduate

(50% vs 70% of peers)● Less likely to pursue

post-secondary education (20% vs. 60% of peers)

Previous Legislative ActionCalifornia “AB 490” Chapter 862, Statutes of 2003● Grants right to stay in school of origin● Grants right to partial credits ● Grants right to timely transfer of

records and enrollment, and● Grants right to Foster Youth Services

Federal Fostering Connections to Success and Increasing Adoptions Act of 2008● Requires case plans ensure

educational stability

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Previous Legislative Action cont.

California Chapter 224, Statues of 2009● Allows foster youth transferred in

grades 11 or 12 to receive high school diploma by meeting State’s minimum requirements

California Chapter 472, Statues of 2011● Requires districts to award and receive

partial credit, prohibits requiring a student to retake any partial coursework already completed

Federal Uninterrupted Scholars Act of 2013● Amends FERPA to allow access of

student records by Child Welfare and Probation

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Partial Credit Challenge

Current California law requires that partial credit be allowed but does not create a system for how that is done.

School districts have adopted many different credit systems, making it difficult to award credit when students transfer from district to district.

Model Policies and PracticesMany districts and County Offices of Education have adopted articulated policies and practices for awarding Partial Credit.

With such policies, partial credit is calculated based on such things as:

• Hours of instruction • Days enrolled• Days attended

Hemet Unified School District

Los Angeles Unified School District

Sacramento County Office of Education

Board Policy, 6173.1Foster youth, homeless or unaccompanied youth, who exit the school district prior to the end of a grading period, will be issued partial credit based on the number of days enrolled and the course grade to date

From LAUSD Policy Bulletin (2004)A general guide of 12 hours of instruction is = to 1 credit.

Standardized determination of partial credit facilitated by online calculator, a part of the Foster Focus database

• 1-9 days = No credit/no grade• 10-16 days = 0.5 credit/subject• 17-23 days =1 credit/subject• 24-30 days = 1.5 credits/subject• 31-37 days = 2 credits/subject• 38-44 days = 2.5 credits/subject• 45-51 days = 3 credits/subject• 52-58 days = 3.5 credits/subject• 59-65 days = 4 credits/subject• 66-72 days = 4.5 credits/subject• 73+ days =5 credits/subject

• 12-23 hours of instruction is generally = to 1 credit

• 24-35 hours of instruction is generally = to 2 credits

• 36-47 hours of instruction is generally = to 3 credits

• 45-54 hours of instruction is generally = to 4 credits

• 55-60+ hours of instruction is generally = to 5 credits

Partial Credits determined based on the percentage of days enrolled out of total days in term• If enrolled 15 days out of a 60

day term, the foster youth earns 25% of possible credits for course

• If enrolled 30 days out of a 60 day term, the foster youth earns 50% of possible credits for course

• If enrolled 45 days out of a 60 day term, the foster youth earns 75% of possible credits for course

Model Policies and Practices

Recommendations

The issue of Partial Credit is well-suited for the Child Welfare Council to address given:

● Our VISION that every child is prepared for the transition into adulthood and being a contributing member of society.

● Our MISSION to serve as forum to advocate for effective strategies and resources to improve outcomes for foster children.

● Our GUIDING PRINCIPLE to collaborate across systems to improve outcomes for foster youth.

Expediency to address this issue is of great importance. Not one more foster youth should be faced with the additional burden of having to struggle with getting credits that he or she has earned. Therefore, the Child Development and Successful Youth Transitions Committee will

Facilitate a convening key of education leadership parties, tasked with developing cohesive policy and implementation strategies for awarding partial credit statewide. • First convening within 60 days (May 31, 2013).• Uniform policy recommendations and implementation

strategies within 120 days (July 31, 2013).• Report on progress in June and September, 2013.

Recommendations

People like you can help kids like me navigate the maze of classes, transfer and credit requirements with new laws to ensure we get a fair hand. We need credits to transfer, time to make-up missing work, and when justified, a chance to re-take a failed class. Help us achieve high school graduation and the chance to directly enter college. Help stop this crazy generational cycle of abuse, neglect and school failure. Kids like me, foster kids, are worth your time and effort. Help us achieve school success.”

- Anonymous foster youth

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