Ohio Reach Campus Liaison Training

Ohio Reach SummitMay 7, 2012

Chris Bennett KlefekerAcademic Adviser, Retention Specialist Foster Care Liaison -Hamilton Campus

Meghann McCabeUC Degree Programs Specialist

Purpose of Ohio Reach

• To address recruitment and retention of emancipated foster youth in Ohio’s higher education system

• To establish foster care liaisons at Ohio universities and community colleges.

Supporting Foster Youth Reaching for Higher Education

Former Foster Youth as College Students

Compared to students of other types, foster youth who enter postsecondary education:

• attend the same types of institutions• attend similarly priced institutions• are as likely to enroll full-time


Undergraduates from Foster Care are More Racially and Ethnically Diverse Than Non-Foster Students

White, non-Hispanic

Black or African American

Hispanic or Latino

Asian or Pacific Islander

All Other

Foster Youth*2009 figures

40% 30% 20% 1% 7%

Non-Foster,All ages* 2011 figures

64% 14% 12% 7% 4%

Source: Child Welfare Information in Gateway, Foster Care Statistics 2009, US Dept of Health & Human Services, ACF. Source: The Chronicle of Higher Education Almanac Issue 2011-2012, August 26, 2011, pg. 4, Access & Equity.

Foster Youth and College Retention

• 84% of foster youth express a desire to attend college. (2004 Midwest Study, Courtney 2007)

• Only 20% enroll in postsecondary education, as compared to a 60% of the general population . (Wolanin 2005)

• 67% of foster care youth who enter college drop out before graduation.

• Less than 2% of former foster youth complete a bachelor’s degree. (Pecora, et. Al., 2006; Pecora, et al., 2005)


Barriers to College Retention• On their own, without family support

• Family issues (single parents, trying to support siblings or bio-parent)

• Often first-generation students

• College unaware of their support needs

• College and/or young person often unaware of available supports


Foster youth Non-foster youthInstitutional Type:

4-Year Public 29 percent 30 percent4-Year Private 11 percent 14 percent2-Year Public 41 percent 40 percentAll Other 19 percent 16 percent

*College costs for foster youth vs non-foster youth are also nearly identical*

Enrollment Status:Full-time 61 percent 54 percentPart-time 38 percent 45 percent

Foster Youth Who Enroll In College Are Just As Likely to Attend Four-Year Schools as Other Students;

Their College Costs Are Also Nearly Identical

College Cost Reduction and Access ActAmended the FAFSA definition of an “independent student” by adding the following three categories:*

• Student who is an orphan, in foster care, or a ward of the court, at any time when the student was 13 years of age or older

• Student who is an emancipated minor or is in legal guardianship as determined by the court in their state of legal residence

• Applicant is verified as an unaccompanied youth who is homeless or at risk of homelessness and self-supporting

*The young person only needs to fit into one of the above categories in order to be eligible to claim independent status. The act does not specify the length of time spent in foster care or the reason for exiting foster care.


ETV funds• The ETV Program is a federally-funded, state- administered

program, that provides grants up to $5000 per year to help former foster youth attend college and vocational training institutions.

• Funds can be used for: Tuition, books, computers, school supplies, living expenses at college, vocational or technical training programs.

• To learn more: [email protected] 1-800-585-7115


ETV EligibilityA current, or former foster youth (18+) who has been accepted into or enrolled in a degree, certificate or other accredited program at a college, university, technical or vocational school.

They must fall into one of these three categories: a.) Was in foster care on their 18th birthday and aged out at that time ORb.) Was adopted from foster care after his/her 16th birthday ORc.) Will emancipate from foster care between ages 18-21

To remain eligible for ETV funding, students must show progress toward a degree or certificate.


Education Training Voucher

1. Financial Aid Release Form: Student should take the ETV to the financial aid office, where it is completed and faxed to OH ETV.

2. Cashier’s Statement: Student should take the ETV to the cashier/bursar’s office, where it is completed and faxed along with dated copy of the student’s ITEMIZED BILL for that term.

• Students cannot be funded without completed ETV forms and a current school bill.


Foster Care to Successand College Retention

• In 2009-2010 Foster Care to Success awarded over $15 million in financial aid to more than 3,500 students.

• Foster Care to Success students have a 60% graduation rate after five years – more than three times the rate of other independent students.

• For more information: http://fc2success.org/what-we-do/scholarships-and-grants/


Keys to College Retention• Knowledge of and access to available resources, both

on and off campus

This could include:• Tutoring• Housing during breaks• Transportation• Support systems


Early academic challenges faced by foster care youth

• Only 15% of foster care youth are enrolled in college prep courses in high school.

• Foster care youth attend five high schools on average

• With each transfer, lose 4-6 months of academic progress

• 65% change schools in the middle of the year

• Higher rates of absenteeism, grade retention, special education, dropping out before graduation


Role of Campus Liaison• Why are Campus Liaisons a vital part of the Ohio Reach initiative

to increase the number of foster care youth who enroll in higher education?

• A full-time designated point person is vital for the success of foster youth at the university.

• “Youth from care need a caring trusted staff person who has primary responsibility to identify them and consistently provide guidance in navigating higher education.”

*Appendix B: Supporting Success: Improving Higher Education Outcomes for Youth from Foster Care.


Campus Liaison Qualifications• Familiarity with the needs of foster youth

• Willingness and ability to advocate for support throughout the university community

• Knowledge of available resources available within the university and ability to network effectively

• Listening skills and availability to interact with students

*Research Brief: Building a Campus Support Network For Students Emerging from Foster Care, Education Advisory Board, Washington DC, June 10, 2009


Campus Liaison Responsibilities• Train campus staff about issues challenging foster youth on

campus and over school breaks and vacations.

• Work with child welfare partners to recruit foster youth to apply to the program and identify college students with foster care backgrounds

• Provide support and assisting students on a day-to-day basis• Post Ohio Reach Symbol in your office and add your Foster

Care Liaison title to your business cards*Research Brief: Building a Campus Support Network For Students Emerging from

Foster Care, Education Advisory Board, Washington DC, June 10, 2009


Campus ConnectionsSupporting success for foster care youth in higher education

requires working collaboratively within the university structure:

• Registrar• Financial Aid• Housing • Academic Advising• Counseling Center• Learning Center

*Research Brief: Building a Campus Support Network For Students Emerging from Foster Care, Education Advisory Board, Washington DC, June 10, 2009


Higher Ed and Child Welfare partnership opportunities

• Identifying current and potential students

• Raising awareness of community resources for ALL students (i.e. housing, medical, food, transportation, child care, etc.)

• Forging relationships with people who have a history with your student and are familiar with his or her situation

Zero Budget Model• All three campuses of Miami University, along with the

new VOA site, have named Ohio Reach Liaisons.

• Each liaison is linked with a different student support office: advising, learning assistance, transition/retention.

• http://www.regionals.muohio.edu/fostercare/• http://www.units.muohio.edu/advising/Foster%20Youth/

FYAIndex.html

• The Higher Education Mentoring Initiative (HEMI) Program recruits, trains and supports mentors to establish positive long-term relationships with foster care youth.

www.HEMImentors.org

• HEMI mentors assist, encourage and support student academic achievement through high school and provide a direct pathway to higher education.

Ohio University – Foster Care Task Force

http://www.ohio.edu/univcollege/fostercare/

Wright State University – Changing Lives

MarketingCampaignhttp://www.wright.edu/changinglives/ads.html

Independent Scholars Networkhttp://www.wright.edu/independent-scholars/

Western Michigan University – John Seita Scholars Program

http://www.wmich.edu/fyit/

Ball State University – Guardian Scholars Program

http://cms.bsu.edu/Academics/CentersandInstitutes/SSRC/

GuardianScholars.aspx

Identifying Students from Foster Care

• FAFSA data base queries (question #53)• Work w/ your area independent living, child welfare/social

workers, and agencies• Brochures, posters, media spots• Websites – both college, social services, and youth • http://www.regionals.muohio.edu/fostercare/• Foster care status question on applications & “sign in” forms • Outreach to area high school counselors• Use of Ohio Reach Symbol in your office and your Foster Care

Liaison title on your business cards• Word of mouth – student/youth networks

Measuring Progress in Overcoming Barriers to College Retention

• Grades and GPA• Courses taken• On-Campus activities• Transfers and reasons for doing so• If dropped out, reasons for doing so• Graduation• Current status, whereabouts, activities – ideally at certain

time intervals (e.g., 1,3, & 5 years


Challenges and Supports – What can we do to better serve these

students? Identification/FAFSAPublicity of ServicesHousing during breaksMentoringSocial and academic programmingFunding

Additional Free Resource

Supporting Success: Improving Higher Education Outcomes for Students

from Foster Care (Version 2.0)

http://www.casey.org/Resources/Publications/SupportingSuccess.ht

m

Sources Cited• “Helping former foster youth graduate from college: Campus support programs in California

and Washington”, Chapin Hall, 2009.

• “It’s My Life: Postsecondary Education and Training”, from Casey Family Programs,2006 (www.caseylifeskills.org)

• “Supporting Success: Improving higher education outcomes for students from foster care – A Framework for Program Enhancement”, from Casey Family Programs, 2008.

• “Improving Family Foster Care”: Findings from the Northwest Foster Care Alumni Study”, Casey Family Programs, 2005.

• “College Access, Financial Aid, and College Success for Undergraduates from Foster Care,” Ryan J Davis, National Association of Student Financial Aid Administrators, 2006.

• Child Welfare Information in Gateway, Foster Care Statistics 2009, US Dept of Health & Human Services, ACF.

Sources Cited, continued•“Midwest evaluation of the adult functioning of former foster youth: Outcomes at age 21.”Courtney, M.E., Dworsky, A., Cusick, G.R., Havlicek, J., Perez, A., & Keller, T. (2007). Chicago, IL: Chapin Hall Center for Children at the University of Chicago.•“Improving family foster care: Findings from the Northwest Foster Care Alumni Study.” Pecora, P., Kessler, R., Williams, J., O’Brien, K., Downs, C., English, D., White, J., Hiripi, E., White, C., Wiggins, T., & Holmes, K. (2005). Seattle, WA: Casey Family Programs. •“Assessing the educational achievements of adults who formerly were placed in family foster care.” Pecora, P., Williams, J., Kessler, R., Hiripi, E., O’Brien, K., Emerson, J., Herrick, M., Torres, D. (2006). Child and Family Social Work, 11, 220-231.•“Higher education opportunities for foster youth: A primer for policymakers.” Wolanin, T. R. (2005). Washington, DC: The Institute for Higher Education Policy.

Ohio Reach Campus Liaison Training

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