1. Ohio Reach Summit
May 7, 2012
Chris Bennett Klefeker
Academic Adviser, Retention Specialist
Foster Care Liaison -Hamilton Campus
Meghann McCabe
UC Degree Programs Specialist

2. 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

3. 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
Supporting Foster Youth Reaching for Higher Education

4. Undergraduates from Foster Care are More Racially and
Ethnically Diverse Than Non-Foster Students
White, Black or Hispanic Asian or All Other
non- African or Latino Pacific
Hispanic American Islander
Foster 40% 30% 20% 1% 7%
Youth
*2009 figures
Non- 64% 14% 12% 7% 4%
Foster,
All ages
* 2011 figures
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.

5. 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)
Supporting Foster Youth Reaching for Higher Education

6. 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
Supporting Foster Youth Reaching for Higher Education

7. 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
Foster youth Non-foster youth
Institutional Type:
4-Year Public 29 percent 30 percent
4-Year Private 11 percent 14 percent
2-Year Public 41 percent 40 percent
All 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 percent
Part-time 38 percent 45 percent

8. College Cost Reduction and Access Act
Amended 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.
Supporting Foster Youth Reaching for Higher Education

9. 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: ohio@statevoucher.org
1-800-585-7115
Supporting Foster Youth Reaching for Higher Education

10. ETV Eligibility
A 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 OR
b.) Was adopted from foster care after his/her 16th birthday OR
c.) Will emancipate from foster care between ages 18-21
To remain eligible for ETV funding, students must show progress toward a
degree or certificate.
Supporting Foster Youth Reaching for Higher Education

11. 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.
Supporting Foster Youth Reaching for Higher Education

12. Foster Care to Success
and 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/
Supporting Foster Youth Reaching for Higher Education

13. 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
Supporting Foster Youth Reaching for Higher Education

14. 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
Supporting Foster Youth Reaching for Higher Education

15. 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.
Supporting Foster Youth Reaching for Higher Education

16. 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
Supporting Foster Youth Reaching for Higher Education

17. 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
Supporting Foster Youth Reaching for Higher Education

18. Campus Connections
Supporting 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
Supporting Foster Youth Reaching for Higher Education

19. 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

20. 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

21. • 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.

22. Ohio University – Foster Care
Task Force
http://www.ohio.edu/univcollege/fostercare/

23. Wright State University –
Changing Lives
MarketingCampaign
http://www.wright.edu/changinglives/ads.html
Independent Scholars Network
http://www.wright.edu/independent-scholars/

24. Western Michigan University –
John Seita Scholars Program
http://www.wmich.edu/fyit/

25. Ball State University – Guardian
Scholars Program
http://cms.bsu.edu/Academics/CentersandInst

26. 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

27. 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
Supporting Foster Youth Reaching for Higher Education

28. Challenges and Supports – What
can we do to better serve these
students?
 Identification/FAFSA
Publicity of Services
Housing during breaks
Mentoring
Social and academic programming
Funding

29. Additional Free Resource
Supporting Success: Improving Higher
Education Outcomes for Students
from Foster Care (Version 2.0)
http://www.casey.org/Resources/Publicat

30. 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.

31. 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.