Educational Attainment and Stability in Long‐Term Foster Care

Authors:
  • JAJane Aldgate
    Jane Aldgate
  • MCMatthew Colton
    Matthew Colton
  • DGDeborah Ghate
    Deborah Ghate
  • AHAnthony Heath
    Anthony Heath
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Abstract
SUMMARY. This paper explores the relationship between the reading attainment of a group of 8–14 year olds in long‐term foster care and factors in their histories and current home environments. The findings suggest that children's early histories before entry to care may have an effect on their educational attainment in middle childhood. Some amelioration of early childhood experience may be found in a stable foster home placement which has an expectation of permanence. The type of permanent placement seems less important than the expectation of stability. There was no difference in progress between children where the eventual outcome might be adoption or custodianship and those who would remain foster children. Of especial interest was the fact that the foster children's educational attainment was not related either positively or negatively to contact with their birth parents.

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