Perceived value of a campus-based college support program by students who aged out of foster care

• Published in: Children and youth services review Vol. 78; pp. 64 - 73
• Main Authors: Unrau, Yvonne A., Dawson, Ann, Hamilton, Ronicka D., Bennett, Jamie L.
• Format: Journal Article
• Language: English
• Published: Oxford Elsevier Ltd 01.07.2017; Elsevier Science Ltd
• Subjects: Academic achievement; College students; First generation students; Foster care; Higher education; Housing; Student financial aid; Support services
• ISSN: 0190-7409; 1873-7765
• DOI: 10.1016/j.childyouth.2017.05.011

The purpose of this study is to evaluate core components of one college support program at a midwest university from the perspective of student users who have aged out of foster care and to assess the perception of these supports in the context of the program's college graduation rate. Ninety-five students enrolled in the program completed a 44-question survey to evaluate the program's services. Student perceived value of these services is presented along with graduation rates for students from the program. The findings confirm the importance of financial aid, housing, and adult guidance for this population in successfully graduating from college. While the 30% graduation rate for students from the program far exceeds the national average for degree completion of students with a background in foster care, it is below the rate for a comparable first-generation student population at the university. We conclude that while key components of a college support program like financial aid, housing, and trained adult staff guidance are necessary in supporting students with a background in foster care attain postsecondary success, they are not sufficient to adequately explain graduation rates. •Financial support, housing and adult guidance are key to achieving a college degree for students that age out of foster care.•Identifying key program supports is critical to increasing college graduation among students from foster care.•Institutions of higher education must define programs and practices to support students from foster care on their campuses.