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Building Futures- [electronic resource]
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Building Futures- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101641
- ISBN
- 9798380079754
- DDC
- 378
- 서명/저자
- Building Futures - [electronic resource]
- 발행사항
- [S.l.]: : University of Southern California., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(65 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
- 주기사항
- Advisor: Wiley, June.
- 학위논문주기
- Thesis (D.S.W.)--University of Southern California, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Youth with foster care experiences (i.e., foster care alumni) have poor educational attainment outcomes (Texas Education Agency, 2021). These poor outcomes compound earlier disadvantages and have individual and collective consequences. Annually, approximately 20,000 youth are emancipated from foster care in the United States (National Youth in Transition Database, 2023). Only 75% reported receiving a high school diploma or GED by 21 and 4% reported completing a postsecondary credential. Meanwhile, by 21 only 55% reported part-time or full-time employment, 44% experienced homelessness at some point after leaving care, and 31% received public assistance. This situated the problem of poor educational attainment for foster care alumni within the American Academy of Social Work and Social Welfare's Grand Challenge to achieve equal opportunity and justice. To explore this problem and develop a solution, Liedtka and Ogilvie's (2011) methodology presented in Designing for Growth was used. The methodology outlines 15 steps to create innovative solutions for challenging social problems. Based on this methodology, a dual credit solution was proposed. Dual credit and early college high school models have potential to improve postsecondary credential attainment outcomes for foster care alumni. Changing these educational outcomes can lead to better employment opportunities, lower instances of homelessness, and decreased use of public assistance (National Youth in Transition Database, 2023). New solutions like introducing foster youth to postsecondary education during high school instead of after emancipation should be cooperatively explored.
- 일반주제명
- Higher education.
- 일반주제명
- Education.
- 일반주제명
- Education policy.
- 키워드
- Dual credit
- 키워드
- Dual enrollment
- 키워드
- Foster care
- 키워드
- High school
- 기타저자
- University of Southern California Social Work
- 기본자료저록
- Dissertations Abstracts International. 85-02A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101641
■006m o d
■007cr#unu||||||||
■020 ▼a9798380079754
■035 ▼a(MiAaPQ)AAI30632561
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aBillups, Hilda M.
■24510▼aBuilding Futures▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Southern California. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(65 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: A.
■500 ▼aAdvisor: Wiley, June.
■5021 ▼aThesis (D.S.W.)--University of Southern California, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aYouth with foster care experiences (i.e., foster care alumni) have poor educational attainment outcomes (Texas Education Agency, 2021). These poor outcomes compound earlier disadvantages and have individual and collective consequences. Annually, approximately 20,000 youth are emancipated from foster care in the United States (National Youth in Transition Database, 2023). Only 75% reported receiving a high school diploma or GED by 21 and 4% reported completing a postsecondary credential. Meanwhile, by 21 only 55% reported part-time or full-time employment, 44% experienced homelessness at some point after leaving care, and 31% received public assistance. This situated the problem of poor educational attainment for foster care alumni within the American Academy of Social Work and Social Welfare's Grand Challenge to achieve equal opportunity and justice. To explore this problem and develop a solution, Liedtka and Ogilvie's (2011) methodology presented in Designing for Growth was used. The methodology outlines 15 steps to create innovative solutions for challenging social problems. Based on this methodology, a dual credit solution was proposed. Dual credit and early college high school models have potential to improve postsecondary credential attainment outcomes for foster care alumni. Changing these educational outcomes can lead to better employment opportunities, lower instances of homelessness, and decreased use of public assistance (National Youth in Transition Database, 2023). New solutions like introducing foster youth to postsecondary education during high school instead of after emancipation should be cooperatively explored.
■590 ▼aSchool code: 0208.
■650 4▼aHigher education.
■650 4▼aEducation.
■650 4▼aEducation policy.
■653 ▼aDual credit
■653 ▼aDual enrollment
■653 ▼aFoster care
■653 ▼aHigh school
■690 ▼a0745
■690 ▼a0515
■690 ▼a0458
■71020▼aUniversity of Southern California▼bSocial Work.
■7730 ▼tDissertations Abstracts International▼g85-02A.
■773 ▼tDissertation Abstract International
■790 ▼a0208
■791 ▼aD.S.W.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934672▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
