Home | Take Action | Learn More | Training | Foster Stories | Get Help | Join the Conversation | Contact Us
Read Stories | Submit Story
Read Stories
Submitted on March 7, 2008
From the age of 6, A.K. moved between multiple foster families and group homes. In tenth grade, she transferred to a new school district in Pennsylvania. A.K. had spent the majority of her freshman year in a school district in Florida. Even after repeated requests, A.K.’s new school could not obtain her records from her old school in Florida. The school based A.K.’s class assignments on A.K.’s recollection of the classes she had previously taken. However, the school made it clear that A.K. would not be given the opportunity to graduate without her 9th grade records. In 2007, A.K. changed foster homes, and was subsequently transferred to another school district. Once again, A.K. experienced a great deal of difficulty at her new school because she could not obtain her school records. After much delay and multiple negotiations with the school, A.K. was finally enrolled. However, she was enrolled with the same caveat she was given at her previous school: she would not be awarded a diploma if she could not obtain her 9th grade records. The prospect of not graduating even after satisfying graduation requirements has been a tremendous source of stress for A.K.
From the age of 6, A.K. moved between multiple foster families and group homes. In tenth grade, she transferred to a new school district in Pennsylvania. A.K. had spent the majority of her freshman year in a school district in Florida. Even after repeated requests, A.K.’s new school could not obtain her records from her old school in Florida. The school based A.K.’s class assignments on A.K.’s recollection of the classes she had previously taken. However, the school made it clear that A.K. would not be given the opportunity to graduate without her 9th grade records. In 2007, A.K. changed foster homes, and was subsequently transferred to another school district. Once again, A.K. experienced a great deal of difficulty at her new school because she could not obtain her school records. After much delay and multiple negotiations with the school, A.K. was finally enrolled. However, she was enrolled with the same caveat she was given at her previous school: she would not be awarded a diploma if she could not obtain her 9th grade records. The prospect of not graduating even after satisfying graduation requirements has been a tremendous source of stress for A.K.
Submitted on March 7, 2008
J.F. completed 9th and 10th grade at a public school in Pennsylvania. In 11th grade, J.F. was expelled from school. She was subsequently placed in four different juvenile detention facilities and in a boot camp. In between placements in juvenile detention, J.F. resided with her mother, where she received homebound instruction. However, the work J.F. completed at her mother’s home was not turned into her neighborhood school and was therefore not entered into her records. When J.F. attempted to enroll in a new school, the school’s guidance counselor informed her that she would not receive credit for any of the work she completed in 11th grade because she did not receive any full credits. Moreover, he told her that she would lose some of the credits she earned in 9th and 10th grade because her former high school did not use the same curriculum as the high school where she was attempting to enroll. He told J.F. that because she was missing credits, she would have to attend school during the day, at night, and during the summer to graduate on time.
J.F. completed 9th and 10th grade at a public school in Pennsylvania. In 11th grade, J.F. was expelled from school. She was subsequently placed in four different juvenile detention facilities and in a boot camp. In between placements in juvenile detention, J.F. resided with her mother, where she received homebound instruction. However, the work J.F. completed at her mother’s home was not turned into her neighborhood school and was therefore not entered into her records. When J.F. attempted to enroll in a new school, the school’s guidance counselor informed her that she would not receive credit for any of the work she completed in 11th grade because she did not receive any full credits. Moreover, he told her that she would lose some of the credits she earned in 9th and 10th grade because her former high school did not use the same curriculum as the high school where she was attempting to enroll. He told J.F. that because she was missing credits, she would have to attend school during the day, at night, and during the summer to graduate on time.
Submitted on March 7, 2008
D.L. attempted to enroll in a public high school in Pennsylvania after returning from a residential school setting. D.L. was placed in the residential school as a result of abuse and neglect, which negatively influenced his behavior. Because he could not obtain his immunization records from the residential school, his enrollment in the public high school was delayed for three weeks. Once his paperwork was received, the high school’s administrators decided that an alternative setting would be more appropriate for him because he had been in a residential school setting. At that time, there were no openings at the alternative site. The high school’s administrators then claimed that they were forced to wait for an opening. This continued for another week and a half. After numerous letters and phone calls, the high school’s administrators finally decided to place D.L. in a different alternative school. This took another five days. D.L. was never provided the opportunity to attend a regular school nor was he provided educational programming in the interim.
D.L. attempted to enroll in a public high school in Pennsylvania after returning from a residential school setting. D.L. was placed in the residential school as a result of abuse and neglect, which negatively influenced his behavior. Because he could not obtain his immunization records from the residential school, his enrollment in the public high school was delayed for three weeks. Once his paperwork was received, the high school’s administrators decided that an alternative setting would be more appropriate for him because he had been in a residential school setting. At that time, there were no openings at the alternative site. The high school’s administrators then claimed that they were forced to wait for an opening. This continued for another week and a half. After numerous letters and phone calls, the high school’s administrators finally decided to place D.L. in a different alternative school. This took another five days. D.L. was never provided the opportunity to attend a regular school nor was he provided educational programming in the interim.
Submitted on March 14, 2008
L.T. dropped out of school when she was 16 and pregnant. At 18 she decided to return to school and earn a high school diploma. But her school district told her it was too late because she was "too old" to go back to school. The District advised her to go home and work on trying to pass the GED test. Fortunately, L.T.'s caseworker intervened. She contacted the District and emphasized that LT had the right to remain in school until age 21 or until she graduates. The District responded that she was "age inappropriate" for 9th Grade but that they could send her to an alternative education program. L.T.'s caseworker objected. She knew that a school district could not automatically place LT in an alternative education program unless she had been previously expelled for a weapons charge. The school district finally agreed to enroll L.T. She is doing very well and plans to graduate ahead of her anticipated schedule.
L.T. dropped out of school when she was 16 and pregnant. At 18 she decided to return to school and earn a high school diploma. But her school district told her it was too late because she was "too old" to go back to school. The District advised her to go home and work on trying to pass the GED test. Fortunately, L.T.'s caseworker intervened. She contacted the District and emphasized that LT had the right to remain in school until age 21 or until she graduates. The District responded that she was "age inappropriate" for 9th Grade but that they could send her to an alternative education program. L.T.'s caseworker objected. She knew that a school district could not automatically place LT in an alternative education program unless she had been previously expelled for a weapons charge. The school district finally agreed to enroll L.T. She is doing very well and plans to graduate ahead of her anticipated schedule.
Submitted on March 14, 2008
C.B. received special education services in her old school and it made a big difference in her academic progress: it enabled her to stay on track with her peers. When she transferred to a group home and enrolled in a new school district, the new school was supposed to provide special education services comparable to those in her old IEP and then develop a new IEP. But C.B.'s old IEP never followed her to the new school; there was a faxing problem that day and no one noticed it missing—but C.B. certainly did. She trusted that those around her knew best. C.B. quickly fell far behind her classmates and by the end of the school year, she was told that she had to repeat 9th Grade. It was only then that the school and caseworker discovered what C.B. had been missing all along. But it was CB that paid the price for their mistakes.
C.B. received special education services in her old school and it made a big difference in her academic progress: it enabled her to stay on track with her peers. When she transferred to a group home and enrolled in a new school district, the new school was supposed to provide special education services comparable to those in her old IEP and then develop a new IEP. But C.B.'s old IEP never followed her to the new school; there was a faxing problem that day and no one noticed it missing—but C.B. certainly did. She trusted that those around her knew best. C.B. quickly fell far behind her classmates and by the end of the school year, she was told that she had to repeat 9th Grade. It was only then that the school and caseworker discovered what C.B. had been missing all along. But it was CB that paid the price for their mistakes.
Submitted on March 14, 2008
When A.E. was placed in a foster home she had to leave her middle school mid-year. She thought her biggest problem would be making new friends in a new school. But when her foster mom tried to enroll her in the new school district, the school refused. Instead, they referred her to a full-day behavioral health program where AE spent an entire year and received almost no education. She is now back in public school and trying to make up for an entire year of lost school time—in addition to trying to make new friends.
When A.E. was placed in a foster home she had to leave her middle school mid-year. She thought her biggest problem would be making new friends in a new school. But when her foster mom tried to enroll her in the new school district, the school refused. Instead, they referred her to a full-day behavioral health program where AE spent an entire year and received almost no education. She is now back in public school and trying to make up for an entire year of lost school time—in addition to trying to make new friends.
© 2008 The Foster Education Initiative
Join the conversation