Rich Pedroncelli, Associated Press
SAN FRANCISCO — California is embarking on a first-of-its-kind attempt to improve the academic lives of foster youth by giving schools more money to meet their special learning and emotional needs and holding educators and administrators accountable.
But first, officials have to figure out how many school-age foster children they have and where they are enrolled in a state that's home to nearly one-fifth of the nation's foster children.
Until now, no state has attempted to identify every foster child in its public schools or to systematically track their progress, much less funnel funds toward those students or require school districts to show they are spending the money effectively.
That changed in California this month as part of a new school funding formula that will direct billions of extra dollars to districts based on how many students they have with low family incomes, learning to speak English or in foster care.
The state's 1,043 school systems had to submit plans by July 1 for how they intend to use the funds, a pot projected to reach at least $9.3 billion by 2021, to increase or improve services for those specific student groups.
During the next school year, districts also will have to report on their foster children's absences, progress toward graduation, standardized test scores and other measures they already maintain for the other two target groups.
The moves are significant for an estimated 42,000 school-age foster children, less than 1 percent of the state's 6.2 million public school students, said Molly Dunn, a lawyer with the Alliance for Children's Rights, a Los Angeles-based advocacy group.
It means educators and elected officials have recognized the group is facing unique educational hardships from abuse or neglect, frequent moves and experiences in foster or group homes, Dunn said.
"It's a whole new world," she said. "They are a very small group of students, they are lagging so far behind and for them to be included with these much larger populations of students focused the attention on the great level of need they have. And that's only right because these are our kids, the state's kids, and they are doing the worst."
A report last year by the nonprofit research agency WestEd found California's foster youth had the lowest math scores of any group, and had results in English comparable to those with disabilities or English learners.
Students in foster care also dropped out of high school at significantly higher rates than other at-risk students and were least likely to graduate. The authors noted that unlike racial minorities, English learners and impoverished students, the needs of foster youth had gone "unrecognized and unmet."
Come fall, school districts are to receive weekly updates on which students are in foster care, the result of a new data-sharing agreement between the state education and social service departments.
The change marks a fundamental shift from past practice, which held that schools should not get the information to avoid stigmatizing children or violating their privacy, said Jesse Hahnel, director of the Foster Youth Education Initiative at the National Center for Youth Law.
"If they don't know who their kids are, they can't design a program for them. It's not like there is a big group of parents advocating on their behalf," Hahnel said.
Los Angeles Unified School District, the nation's second-largest, educates more than 5,000 foster children. For next year, it has earmarked $9.9 million to hire 92 guidance counselors, behavior specialists, attendance monitors and service coordinators to help those students, a job that previously fell to just three foster youth liaisons.
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