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Research on Social Work Practice
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Placement Restrictiveness and Educational Achievement Among Emancipated Foster Youth

Edmund V. Mech

Carrie Che-Man Fung

University of Illinois at Urbana–Champaign

Objective: To investigate the relationship between measures of placement restrictiveness and educational achievement for a sample of emancipated foster youth. Method: Information was collected on 171 foster adolescents in Illinois. The permanency plan for each ward was independent living. Three methods were used to calculate the cumulative restrictiveness levels of various living arrangements while in placement. Follow-up information on educational progress was collected at age 21. Results: Two thirds of the youths in less restrictive placements attended postsecondary education, compared to one third who were placed in highly restrictive settings. Overall, nearly 85% of the enrollees in postsecondary education or training programs came from placements rated as low in restrictiveness. Conclusions: Placements rated as low in restrictiveness such as foster family homes and transitional apartments are probably the most effective settings in which to prepare foster wards for independence. Overall, the most useful method for calculating restrictiveness was the Predominant Placement Type formula.

Research on Social Work Practice, Vol. 9, No. 2, 213-228 (1999)
DOI: 10.1177/104973159900900206
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