Abstract
A large and growing number of colleges and universities have invested in the development of campus support programs (CSPs) that specifically aim to support students with experience in foster care (SEFC). However, the evidence base for CSPs remains quite limited. The current study seeks to contribute to the literature with a mixed methods evaluation of two CSPs in Georgia, one at a 2-year technical college and one at a 4-year university. Qualitative data were collected by the study team via student and staff interviews. Quantitative data were provided by CSP program staff and included program implementation and administrative outcome data (i.e., grade-point average, course credit completion) for SEFC who participated in the CSP. Outcome data were also provided for comparison student groups: (a) all undergraduate students, (b) all first-generation undergraduate students, and (c) all undergraduate students who checked “Ward of the court” on the Free Application for Federal Student Aid. Analyses revealed that the two CSPs in this study offer important supports to SEFC, but many barriers stand in the way of services reaching their full potential. Most of the university students interviewed shared positive experiences of the CSP, but many suggested improvements were offered as well. Administrative data showed the promise of CSPs, with SEFC performing similar to or better than some of their peers academically; however, the study design and data limitations prevent this study from making efficacy claims. Policy and practice recommendations are provided, as well as how researchers can work alongside CSPs to conduct program evaluations.
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Acknowledgements
This study was a result of the 2020 National Conference for Engaged Scholarship on Hidden Student Populations (NCHP), a conference convening education and social work researchers to collaborate on innovative research studies focusing on students with experience in foster care. The study team would also like to acknowledge the site staff at the two campus support programs who helped with this evaluation and the students who participated in this evaluation.
Funding
The first author received funding from Abt Associates to assist with the preparation of this manuscript. No other funding was received to conduct this research or prepare this manuscript.
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All authors contributed to the study conception and design. AS prepared the quantitative data collection materials. AS and SY conducted the quantitative data collection. AS, SY, and CMC conducted the quantitative data analysis. CMC and AH prepared the qualitative materials and conducted the student interviews. LT, RMJ, and LS conducted the staff interviews. AH coded and analyzed the qualitative data; CMC and LT assisted with themes. All authors contributed to the drafting of the manuscript. CMC, AS, and AH edited the manuscript. All authors read and approved the final manuscript.
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The study received IRB approval from the university where the university campus support program data were obtained.
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Verbal informed consent was obtained from students prior to interviews. Staff participated voluntarily as a function of their professional role in the program.
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Collins, C.M., Salazar, A.M., Hoffman-Cooper, A. et al. Mixed Methods Evaluation of Two Georgia College Campus Support Programs for Students with Experience in Foster Care. Child Adolesc Soc Work J (2023). https://doi.org/10.1007/s10560-023-00941-0
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DOI: https://doi.org/10.1007/s10560-023-00941-0