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Foster Care Tuition Waivers: How do they work, who benefits, and what is missing?

Foster Care Tuition Waivers: How do they work, who benefits, and what is missing? Liliana Hernandez, MSW & MPP Angelique Day, PhD, MSW 9 th Annual Education Reach for Texans Conference Denton, TX June 1, 2018. How many youth in foster care pursue post-secondary education?.

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Foster Care Tuition Waivers: How do they work, who benefits, and what is missing?

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  1. Foster Care Tuition Waivers: How do they work, who benefits, and what is missing? Liliana Hernandez, MSW & MPP Angelique Day, PhD, MSW 9th Annual Education Reach for Texans Conference Denton, TX June 1, 2018

  2. How many youth in foster care pursue post-secondary education?

  3. Review of Research on Postsecondary Educational Attainment

  4. Challenges Faced by Youth in Care K-12 Readiness Barriers • School/placement instability • Grade repetition, lower testing scores, higher rates of Special Education • Few engaged in precollege programs/lack of internships/ • Lack of counseling - financial aid and college applications • Impact of being in foster care on one’s self determination, identity formation and achieving normal developmental milestones Higher Education Barriers • Remedial classes, fin aid limits, Lack of awareness of fin aid programs lack of college advocates • Housing/homelessness during college breaks • Health issues, Substance Abuse/Mental Health, Learning Disabilities • Lack of family support, Trust/Attachment issues/ Independent- survival mode • Few college programs are aware of their support needs

  5. Identifying Foster Care students through the FAFSA Independent Status Finding Admitted Students • FAFSA Q53:(in section 2) on the Free Application for Federal Student Aid asks: "At any time since you turned age 13, were both of your parents deceased, were you in foster care or were you a dependent or ward of the court? • FAFSA Q54: Are you an accompanied youth who is homeless or self supporting and at risk of being homeless? Addressing Enrollment Barriers College Admission Applications ask if a student had been in foster care. (Ex. Wayne State College Application Question) • Were you in foster care on or after your 13th birthday in the state of Michigan? Michigan child welfare agency has a data sharing agreement with universities to electronically verify if a student had been in foster care.

  6. 22 State Tuition Waiver Programs for Foster Youth http://www.tipwaynestate.org/interactive-tuition-waiver-map.html

  7. History of Tuition Waivers

  8. Number of Waivers & Cost in 2014 • Only 6 states had totals of 100-500 waivers awarded • 10 states had less than 100 youth who received waivers. • 4 states had no data on # of waivers. (KY, NJ, NM, WV)

  9. Texas Tuition Waiver Eligibility A youth was in DFPS conservatorship at: • The day before your 18th birthday • The day of your 14thbday, if you are also eligible for adoption on or after that day • The day you graduated from HS or received the equivalent of a HS diploma • Enrolled in a dual credit course or other course which a HS student may earn joint HS and college credit • The undergraduate student must access the tuition and fee waiver prior to the age of 25. TX Dept of Family and Protective Services Tuition and Fee Waiver Eligibility http://www.dfps.state.tx.us/Child_Protection/Youth_and_Young_Adults/Post_Secondary_Education/college_tuition_waiver.asp

  10. Texas Tuition Waiver Eligibility If on or after Sept 1, 2009: • The youth was adopted or • The day Permanent Managing Conservatorship was granted to a nonparent On or after June 1, 2016: • At 14 yrs old or older, the youth left DFPS Permanent Managing Conservatorship return to the legal responsibility of a parent. • At 16 yrs old or older, the youth left DFPS Temporary Managing Conservatorship to the legal responsibility of a parent

  11. Texas Tuition Waiver Only State to extend eligibility to • A child who exits TX conservatorship and returns to biological parent even after termination of parent’s rights • No Age limit once the waiver is activated before age 25. Waiver can be used for graduate education. • Any Student must Enroll in Waiver class at any public university before 25th birthday to access waiver • The undergraduate student must access the tuition and fee waiver prior to the age of 25. Texas https://www.dfps.state.tx.us/Child_Protection/Youth_and_Young_Adults/Post_Secondary_Education/college_tuition_waiver.asp

  12. Best Practices of Tuition Waivers • Allow Part-Time Status • Siblings also eligible (MD) • Expand eligibility to tribal children (OR) • Expand eligibility for adoption and guardianship cases • TX youth can use waiver indefinitely but must take a class by age 25 • CT covers tuition, fees, and room & board out of state, (Up to $27,630) Recommendations • No age limit for youth to apply • No age for eligibility (ME& WV) • No time limit in foster care • No restrictions on waiver use

  13. BiPartisan Support of Tuition Waivers • 13 States had divided governor/legislatures: (FL, CT, MN, OK, MA, ME, RI, WV, NJ, MD, MO, OR, NM) • 13 states had a Republican governor. (CT, MN, OK, MA, RI, VA,WV, KS, AK,MD, SC, AZ, NM) • 8 states had a Democratic Governor. FL, TX, KY, NJ, NH, NC, MO, OR. (ME- Independent Gov.) • 13 Democratic Legislatures were in place at the time of waiver implementation. • 4 states had both Rep Gov/Legis: AK, AZ, KS, VA • 4 states had both Dem Gov/Legis: TX, KY, NH, NC

  14. Age & Time in Care Requirements • 2 States have no Age requirement • 6 states - be over age 16 • 11 states –student 18yrs old • 10 States have no Time

  15. Age for Waiver Application • 5 states require youth to apply for the Waiver prior to age 21 • 4 states allow youth to apply for the Waiver between the ages of 23-24. • 6 states require youth to apply before age 25. • 2 states require youth to apply within 2-3 years after graduating from HS. http://www.tipwaynestate.org/policy-projects.html

  16. Connecticut Post Secondary Education Assistance Assistance includes: Tuition, fees, books, room & board equal to the cost of Youth in Foster care- Central CT State Univ- $11,396 Annual budget for a youth is $22,500. Average cost of tuition- $9,180 Summer classes can be covered. Age & Time Limit Must use the waiver by 21st birthday And can continue to use it until age 23. Student must contribute $500 to educational costs per year. Each semester must provide documentation of enrollment/grades. 2.0 minimum GPA CT General Assembly. Tuition Assistance for Foster and Other children https://www.cga.ct.gov/2012/rpt/2012-R-0067.htm

  17. Minnesota Tuition Waiver Eligibility • Ward of State defined as any person under age 21 who is under the guardianship of the commissioner of human services. • An American Indian child under suspension of parental rights or termination of parental rights under the guardianship of a tribe or tribal social service agency. • If the student has attained the age of 21, and is making satisfactory progress, the person may petition the university for continuation of the waiver until the program is completed. MN State Colleges and Universities System Procedures, Chapter 5, Administration, Procedure 5.12.2 http://www.minnstate.edu/board/procedure/512p2.html

  18. Implications for Policy & Practice 1) Tuition waivers vary drastically in terms of eligibility for participation across states. 2) Outcome data on program effectiveness of Waivers are lacking 3) Waiver programs should link their data with the National Student Clearinghouse as a cost-effective and efficient way to address the data gap 4) Youth in foster care take 7 yrs to graduate with a Bachelor degree, 1 year longer than other low income first generation students. Many Foster Youth at Risk of losing access to Federal Pell Grants BEFORE graduation • Pell Grants expire after12 semesters – 6 years if they do not use Pell Grants for summer classes; • Tuition waiver programs are often last dollar programs, and waiver dollars are limited in many states that offer them. • Both the Higher Education Act & the Chaffee Act are up for reauthorization this year. There are opportunities to strengthen Financial Aid Policies to support the college going efforts of FY. • Need for effective outreach and increased funding for the Chafee ETV

  19. Citations Liliana Hernandez, Angelique Day & Michael Henson (2017): Increasing College Access and Retention Rates of Youth in Foster Care: An Analysis of the Impact of 22 State Tuition Waiver Programs. Journal of Policy Practice, DOI: 10.1080/15588742.2017.1311819 Interactive Tuition Waiver Map State ETV website links http://depts.washington.edu/fostered/

  20. Federal References Children’s Bureau Education Stability Webpage includes Guidance on Every Student Succeeds Act https://www.childwelfare.gov/topics/systemwide/service-array/education-services/meeting-needs/educational-stability/ Department of Education Students in Foster Care http://www2.ed.gov/about/inits/ed/foster-care/index.html Providing Effective Financial Aid Assistance to Students from Foster Care and Unaccompanied Homeless Youth http://calswec.berkeley.edu/files/uploads/pdf/CalSWEC/EdRights_ProvidingEffectiveFinancialAid.pdf

  21. Questions???

  22. Optional Federal Funding for states to Implement Foster Care Extension to 21 Chafee Legislation/Child Welfare Policy Manual: https://www.acf.hhs.gov/cwpm/programs/cb/laws_policies/laws/cwpm/policy.jsp?idFlag=3 23 States receive Fed & State funding to 21 (includes WI) 48 States extend Foster Care past age 18, usually for students still completing HS up to age 19. http://www.tipwaynestate.org/policy-projects.html Casey State Policy Database: http://www.childwelfarepolicy.org/maps/single?id=85

  23. Family First Prevention Service Act • Allows youth at age 14 and older to be eligible for Chafee services • Allow states that extend foster care eligibility up to age 21 to extend assistance and services to youth who have aged out of foster care but have not yet reached age 23 • Allow youth to be eligible for Educational and Training Voucher program through age 25 (but no more than 5 years) • Authorize redistribution of unexpended Chafee amounts to other states • Allows youth who age out of foster care after age 18 to qualify for Chafee if they are younger than 21, or 23 for states that have taken the foster care extension. • Children’s Bureau Information Memoranda https://www.acf.hhs.gov/cb/resource/im1802

  24. HR 3742/S 1792 Fostering Success in Higher Education Act of 2017 • Amends the Higher Education Act of 1965 to: • $125 million a year to states/tribes establish or expand statewide initiatives that assist foster and homeless youth in enrolling and graduating college • Establishes formula grants to states based on state’s share of foster and homeless youth among all 50 states, tribes and territories with a $500,000 minimum grant • Dedicates 70% of state grants to develop institutions of excellence committed to serving foster and homeless youth via robust support services and substantial financial assistance, in collaboration with Child Welfare and organizations serving homeless, by providing comprehensive wraparound services, hiring FT “campus coach”, and ensuring student health and mental health services • Directs 20% state grants to establish intensive, statewide transition initiatives to increase understanding, preparation and application of foster and homeless youth in college • Provides 7% of funds for technical assistance and evaluation to inform best practice/Reserves 5% funds to tribes

  25. HR 3740 (115th) Higher Education Access and Success for Homeless and Foster Youth Act • The Department of Education shall require an entity to make specified assurances such as prioritizing federal work-study children and youth who are homeless or in foster care. • For purposes of income-based financial aid determinations, the bill excludes from income: (1) the value of specified vouchers for education and training, and (2) direct payments made through an extended foster care program. • For children or youth who are homeless or in foster care, colleges will only be allowed to charge them in-state tuition rate. • https://www.congress.gov/bill/115th-congress/house-bill/3740

  26. S. 1795/HR 3740 (115th) Higher Education Access and Success for Homeless and Foster Youth Act • Amends the Higher Education Act of 1965 • With respect to a student's independence for purposes of financial aid, a financial aid administrator must: (1) accept a homelessness determination made by an authorized individual; and (2) make such a determination if the student cannot get documentation from a designated authority. A student determined to be independent on this basis shall be presumed independent for a subsequent award year at the same institution. • To be eligible for certain federal funds, a university must meet specified requirements related to student housing, coordination, and notice of financial assistance eligibility for homeless and foster care students. • https://www.congress.gov/bill/115th-congress/senate-bill/1795

  27. Research Findings from Studies of Postsecondary Support Programs for Youth in Care

  28. Many postsecondary support programs and services exist, but… • Very limited evidence of effectiveness • ***Need for Evidence-Based Practices

  29. Theoretical & Practical Frameworks for a Pilot Intervention to Address Foster Youth Higher Education Needs • Tinto’s Theory of Student Integration • A Patchwork of financial resources to attend college • Limited emotional support to stay in college & nowhere to spend holidays and school breaks  Dropouts • Disadvantage resulting from psychosocial support gap • Lack of exposure to a wide range of career options, • Counsel on the types of education and training required to attain their goals; and • Informal social supports • (Anderson & Deller, 2003; Caison, 2005)

  30. What Does an Effective Intervention Include? In order to help students succeed academically, program should: • Maximize use of existing college and community resources 2. Employ effective leadership within student support services 3. Have strong backing from college administration 4. Factors for effective programs that improve college retention and graduation rates for foster youth: • Intentional academic planning • Special programs providing tailored advising • Support for developing a sense of belonging on campus • Shared values • Financial aid (Casey Family Programs, 2010; Muraskin, Lee, Wilner, & Swail, 2004; Pell Institute for the Study of Opportunity in Higher Education, 2015).

  31. Intervention: Mission of the Transitions to Independence Program (TIP)

  32. Students received. . . TIP Service Components 24-hour crisis support and counseling Housing assistance 1 6 Care packages, food pantry & clothing assistanceare. Peer and Career mentoring 2 7 Insert content here iTutoring Financial literacy and life skills 3 8 Insert content here in Assistance navigating community and agency supports (e.g. DHHS)are. Scholarships/financial aid assistance 4 5 9 Leadership opportunities

  33. TIP Campus Program Evaluation Design • Research Question: • How do TIP students differ academically • from FNT and TRIO students? • Design: Longitudinal cohort study • Hypotheses: • H1: TIP academic outcomes > FNT • H2: No difference in academic outcomes between TIP and TRIO • Criteria: • “Ward of the court” on FAFSA • Under 23 years when first admitted to WSU • Foster care status verified through data sharing agreement with MDHHS Group 1: TIP enrolled Foster Youth (TIP) • N= 156 (enrolled Fall 2012-Winter 2016) • 52.5% of TIP students aged out of FC without a permanency plan Group 2: Foster Non-TIP (FNT) • N=55 (eligible, refused to participate in TIP) Group 3 Non-Foster, low-income (TRIO) • N= 449 students randomly pulled from a total of 938 TRIO eligible population enrolled at WSU between 2012-2013). TRIO eligibility includes first generation, low-income students whose family's taxable income for the preceding year did not exceed 150 percent of the poverty level amount

  34. Intervention: Data Analysis Independent variables • Group status (Intervention students, other foster youth, and TRIO student status) • Age, gender, race, class rank, transfer status Dependent variables (Academic Outcomes) • Graduation status (dropped out vs. graduated/on track continued enrollment)

  35. Findings -Table 1. Descriptive Statistics & Bivariate Analyses after Weighted by Propensity Score aSD = Standard deviation , b 14 cases with missing values were excluded from analyses.c All estimations and statistics are weighted using propensity score. dp<.05., ep<.001.

  36. Table 2: Predictors of Dropping Out Logistic Regression Modeling an = 646. ,b All estimations and statistics are weighted using propensity score.c14 cases with missing values were excluded from analyses.dOR = Odds ratio, CI = Confidential interval ,ep<.05.

  37. Foster youth in TIP experienced: • Were more likely to be retained than foster youth who didn’t. • Performed better on 3 out of the 4 academic outcome variables that foster youth who didn’t participate. • TIP users were no more likely to drop out than their non-foster, 1st generation, low income peers • What components made a difference? • Psychosocial support: Resources and safety in case of crisis • Peer support/ sense of belonging: reduction of shame and isolation associated with current or prior foster care status due to support of other students with similar histories. • Access to targeted financial aid supports (elimination of holds on student financial aid accounts)

  38. Which Program Components are more Effective at Promoting Retention? Table 4. TIP Student Program Descriptives by Retention Status

  39. Program Components Descriptive Findings Table 4. TIP Student Program Descriptives by Retention Status (N=156)

  40. Intervention: Discussion of Findings • Greatest effects were observed with the campus coach, academic advising, and care package service components • Participation in all programmatic components but counseling and psychological services and tutoring had a statistically significant, positive effect on retention • These services were the least popular, and thus we may not have had high enough enrollments in these service components to observe an effect • Students who participated in 3 or more of the programmatic components were more likely to be retained than those who participated in less • Why do we think we are observing this effect? • Financial aid was the most frequently used programmatic component, but in isolation does not promote retention in and of itself • One size does not fit all; students need to be able to select from an array of available services offered to best meet their needs

  41. Recommendations to Improve the Transition to Higher Education for Foster Youth • Financial aid assistance & support for tuition fee waivers until age 26 • Access to housing during school year and vacations • Permit youth to remain in care after age 18 or re-enter care with court emphasis on post-secondary support • Access to targeted & coordinated campus-based support services (academic, financial, physical, mental health, social and emotional). • Post-secondary support for students with disabilities and those in need of remediation • Work collaboratively across child welfare, higher education and courts to ensure achievement of these goals

  42. Next Step for Evaluating Campus Based Programs The Problem: Since most programs serve a small # of students, it is not possible to complete a rigorous, independent evaluation of the program. The Solution: Create a common Web-Based Case Management Database that is used across college programs in the State or nationally. • Combining data across programs allows you to show success of more students, this is necessary for a rigorous evaluation to demonstrate evidence. With this data, colleges can be more competitive to qualify and receive state, federal and philanthropic resources. • This database allows programs to identify any weaknesses in program components, and then seek tailored technical assistance in those areas. • The database is a powerful tool for foundations to understand the key services that students use, and how to best prioritize investments in which program components yield the best outcomes.

  43. Next Steps for Collaboration • Consistent data collection methods & instruments • Shareable data • Promising program and research practices • Centralized data retainer

  44. Thank You!!! Angelique Day, PhD Assistant Professor University of Washington, School of Social Work dayangel@uw.edu For more information: http://depts.washington.edu/fostered/ Liliana Hernandez, MSW/MPP Board Member, Virginia Family and Children’s Trust Fund Executive Director, Vidya Vida Inc. Mslhernandez@gmail.com

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