Homelessness and School Attendance: Focus on Sheltered Teens

National Association for the Education of Homeless Children and Youth Conference

November 13, 2006Dorette Ligons-Ham, Regional Site Coordinator

Homeless Children’s Initiative, School District of Philadelphia

Deborah McMillan, Assistant Vice President for Social Service Programs

Philadelphia Health Management Corporation

SCHOOL DISTRICT OF PHILADELPHIA - HOMELESS

CHILDREN’S INITIATIVE

SDP HCI has been in existence since 1987. One of eight regions in PA serving 501 school

districts. Leadership has been stable - only 3 Coordinators. Serves over 10,000 students. Identified and tracked over 4,000 students (FY 05-06). Total SDP Enrollment - 217,405 students (Pre K- Grade 12 (District and Charter - FY 05-06)

SCHOOL DISTRICT OF PHILADELPHIA

Seventh largest district in the nation 273 public schools 175 elementary 43 Middle school 43 High Schools 7 Special Schools

SCHOOL DISTRICT OF PHILADELPHIA

SNAPSHOT

Number of Students by Race African-American 65.5% Asian 5.3% Hispanic 14.5% Native American .2% White 14.2%

SCHOOL DISTRICT OF PHILADELPHIA

SNAPSHOT

Number of Students by Grade Level Head Start & Preschool 4,799 Elementary 100,392 Middle 31,145 Senior High 52,807 Vocational/Technical Schools 4,701 Special Schools* 2,465 Charter Schools 21,096

Homelessness in Philadelphia

Over *10,000 homeless students (birth - 18 years old (2005-2006) Proactive McKinney-Vento site/SDP-OSS-HCI District managed schools report homeless

enrollment rate 3 times more than charter schools 50+ shelters/transitional housing facilities with women and children - 40% of the population 5% of total population is homeless youth Lack of affordable housing, unemployment, and low paying jobs, major cause of homelessness

(USCM-2004)

Local Practices

Enrollment delays are minimized Students are approved for

tokens/transportation assistance within 24-48 hours and will receive Tokens in 5-10 days (next scheduled delivery

day) Collaborations with local agencies School Supplies/Expenses Uniform/Clothing Assistance Senior/Graduation expenses Advocate for families in homeless situations Tutoring and homework assistance After school and summer programs

Homeless Distribution (AY 04-05)

School Status

Homeless Total SDP Population

No. of Students

PercentNo. of

StudentsPercent

District 3,322 96.5 204,973 88.6

Charter 120 3.5 26,334 11.4

50% of all homeless students attended just 37 schools

Charters were one-third less likely to enroll homeless students than District schools

Homeless Demographics in Phila. (AY ’04 - ’05)

DemographicsHomeless

PopulationEntire SDPPopulation

Female 51.8% 48.8%

GRADE

K-5 51.4% 44.1%

6-8 24.2% 23.6%

9-12 24.2% 31.6%

Race / Ethnicity

African Am. 88.3% 64.2%

Latino 6.7% 15.1%

White 4.1% 14.9%

Asian 0.3% 5.0%

Special Ed. 12.7% 12.2%

Comparative Behavioral Outcomes

(AY ’04 - ’05)Behavioral/Attendance Measures

HomelessPopulatio

n

Entire SDP

Population

Percent changing schools one or more times

36.9% 11.6%

Percent changing schools two or more times 10.8% 1.8%

Attendance Rate 80.9% 88.8%

Suspension (# days lost) 1.13 0.78

Percent Truant 1 (absent 25+days w/o excuse)

Percent Truant 2 (absent 10+days w/o excuse)

36.1%

66.1%

17.3%

40.1%

Educational Measures HomelessPopulatio

n

Entire SDP

Population

Percent Proficient in Math – PSSA

19.2% 36.7%

Percent Proficient in Reading – PSSA

21.1% 35.5%

Percent at or above 50th perc. in Math (TN)

26.1% 38.8%

Percent at or above 50th perc. in Reading (TN)

25.0% 36.6%

Comparative Behavioral Outcomes

(AY ’04 - ’05)

Statistically Controlling for Grade Range, Gender, Race/Ethnicity, and TANF Status

Homeless students are on average:3.2 times more likely to be truant (25 + unexc. absences)4.1 times more likely to transfer schools one or more times1.4 times more likely to be suspended one or more times.30% less likely to score at or above the 50th percentile in Reading, Language Arts, and Math (Terra Nova).41% less likely to score Proficient or Advanced on PSSA in Reading and 51% less likely in Math.

What We’re All About—What We’re All About—

“ “ Through it all, school is probably the only thing Through it all, school is probably the only thing that has kept me going. I know that every day that has kept me going. I know that every day that I walk in those doors, I can stop thinking that I walk in those doors, I can stop thinking about my problems for the next six hours and about my problems for the next six hours and concentrate on what is most important to me. concentrate on what is most important to me. Without the support of my school system, I Without the support of my school system, I would not be as well off as I am today. School would not be as well off as I am today. School keeps me motivated to move on, and keeps me motivated to move on, and encourages me to find a better life for myself.” encourages me to find a better life for myself.”

Carrie Arnold, LeTendre Carrie Arnold, LeTendre Scholar, 2002Scholar, 2002

Philadelphia Health Management Corporation

PHMC is a non-profit, public health organization committed to improving the health of the community through outreach, education, research, planning, technical assistance and direct services.

              

Homeless Teen Education Project

Purpose: To provide intensive case management services to 100 homeless teens, ages 13-18, who are living with their parents in emergency shelter.

Goals: To improve school attendance and academic

performance.

Program Components

Engagement of parents in child’s education Liaison and advocacy with schools Monitoring attendance Individual and group tutoring Mentoring Group meetings Special services for high school juniors and seniors Alternative educational planning

Role of Teen Education Specialist

Provide tutoring, mentoring and educational case management

Provide intensive interventions to improve attendance, behavior, and academic performance

Work collaboratively with parents and shelter staff

Role of Teen Education Specialist, Cont.

Meet with school counselors, teachers and other school personnel

Accompany students to school Conduct an attendance, behavioral and

academic performance study Track students after family leaves shelter to

maintain school progress

Snapshot: Traveler’s Aid Shelter

Tokens

Tutoring

Counselor

College prep

Uniforms

Other

                 

Services Provided by Teen Education Specialist, 10/06

Located in West Philadelphia

250 beds 54 teens 29 teens, or 54%, met with TES in 10/06.

Number of Students per Grade

Grade Number of Students

6th 1

7th 3

8th 7

9th 16

10th 5

11th 6

12th 3

Special Ed = 5

Males = 25 Females = 21

Student MobilityN= 34

Number of Schools attended

2 schools = 14 3 schools = 6 4 schools = 7 5 schools = 3 6 schools = 2 7 schools = 1 12 schools - 1

Number of addresses prior to shelter placement

1 address – 5 2 addresses – 16 3 addresses – 9 4 addresses – 2 5 addresses – 1 6 addresses - 1

Unexcused Absences

Less than 30 days = 21 students

30 - 60 days =5 students60 - 90 days = 5 students90- 120 days = 3 students

Stenton Family ManorFocus Group

Demographics

Number of participants: 20 (of 48 teens in shelter)

Gender: 13 girls and 7 boys Age range: 13-17, average age 15 Length of stay in shelter:

Range = 8-22 months Average stay = 11 months

Change Schools at Shelter Entry?

YES (13)Transportation is

biggest issue. Old school is too far.

All received free tokens for public buses.

No (6)“You know the

people that knew you before you were in shelter”

Almost all children said they would have preferred to stay in their old schools rather

than change.

Almost all children had changed schools.

Thoughts About School

What I like…. Learning new stuff Smart kids Boys Cheerleading Peers Teachers who are nice Good grading system Trips Want to get out of the

shelter Better food than

shelter

What I don’t like… Disrespected Boys are fresh Fighting for no reason Bathrooms “nasty” Crime Dirty Teachers who don’t

teach Getting up early

It’s embarrassing

Stigma: In their own words…

It’s hurtful People ask, “Can I come to your

house?”

They are embarrassedabout where they

live

They tease ‘emI don’t get teased because I don’t tell anyone

Some people follow you home

to see where you livePeople can be really mean

They probably get teased

Stigma: What can be done?

In their words: They can’t do nothing Don’t tell them Ignore them Only tell people if you can trust them They gonna do the same thing the next day

(assemblies don’t help)

Most teens felt nothing could be done about stigma.

When pressed, all of the solutions were self directed.

Our Dreams

What do you want to be when you grow up?

Neonatologist Physical therapist Child welfare worker Pediatrician Basketball

player/singer/dancer

Artist (2) Designer Mortician Attorney (criminal) Construction worker Police officer or

attorney Paleontologist

(Average per year)

Absences Latenesses School Changes

Shelter 21.2 43.4 1.4

Before shelter

48.8 25.4 3.6

Percent Change

57% reduction in shelter

42% reduction

60% reduction

Changes in Attendance (one year)

Changes in Attendance

Absences

(3-month period)

Absences

(Academic year)

Shelter 11.1 21.2

Before shelter

13.3 48.8

Percent Change

16% reduction in shelter

57% reduction in shelter

What the research tells us about What the research tells us about school mobility:school mobility:

Students who switch schools frequently score lower on Students who switch schools frequently score lower on standardized tests (study found mobile students scored 20 standardized tests (study found mobile students scored 20 points lower than non-mobile students) points lower than non-mobile students) 

Mobility also hurts non-mobile students (study found average Mobility also hurts non-mobile students (study found average test scores for non-mobile students were significantly lower test scores for non-mobile students were significantly lower in high schools with high student mobility rates)in high schools with high student mobility rates)

It takes children 4-6 months to recover academically after It takes children 4-6 months to recover academically after changing schoolschanging schools

What the research tells us about What the research tells us about school mobility:school mobility:

Students suffer psychologically, socially, and academically Students suffer psychologically, socially, and academically from mobility; mobile students are less likely to participate from mobility; mobile students are less likely to participate in extracurricular activities and more likely to act out or get in extracurricular activities and more likely to act out or get into troubleinto trouble

Mobility during high school greatly diminishes likelihood of Mobility during high school greatly diminishes likelihood of graduation (study found students who changed high schools graduation (study found students who changed high schools even once were less than half as likely as stable students to even once were less than half as likely as stable students to graduate, even controlling for other factors)graduate, even controlling for other factors)

School Stability—Key ProvisionsSchool Stability—Key Provisions

Children and youth experiencing homelessness can stay in Children and youth experiencing homelessness can stay in their school of origin or enroll in any public school that their school of origin or enroll in any public school that students living in the same attendance area are eligible to students living in the same attendance area are eligible to attend, according to their best interestattend, according to their best interest

School of origin—school attended when permanently School of origin—school attended when permanently housed or in which last enrolledhoused or in which last enrolled

Best interest—keep students who are homeless in their Best interest—keep students who are homeless in their school of origin, to the extent feasible, unless against the school of origin, to the extent feasible, unless against the parents’ or guardians’ wishesparents’ or guardians’ wishes

Feasibility—USDE Sample CriteriaFeasibility—USDE Sample Criteria

Continuity of instructionContinuity of instruction Age of the child or youthAge of the child or youth Safety of the child or youthSafety of the child or youth Length of stay at the shelterLength of stay at the shelter Likely area where family will find permanent housingLikely area where family will find permanent housing Student’s need for special instructional programsStudent’s need for special instructional programs Impact of commute on educationImpact of commute on education School placement of siblingsSchool placement of siblings Time remaining in the school yearTime remaining in the school year

Conclusion

Recommendations: Homeless liaison at school district (mandated) Tracking of homeless students and educational

data Training for both school and shelter staff on

homelessness, education & child development Teamwork/communication between shelter and

local schools Identified contact people for families at both

school and shelter to address educational issues (e.g. youth case manager)

Extra attention should be given to children receiving special services

Conclusion (cont.)

Education of families on McKinney-Vento and rights

Minimize transfers from shelter to shelter Avoid school policies that might

stigmatize/segregate homeless children Clear rules at shelter regarding school

attendance Help teens develop coping strategies, including

addressing stigma Support teens in accessing internships and

college opportunities

Contact Information

Deborah McMillanAssistant Vice President for Social Service ProgramsPhiladelphia Health Management Corporation260 South Broad Street, Philadelphia, PA 19102215-985-2559 Deborah@phmc.org

Dorette Ligons-HamRegional Coordinator/Educational LiaisonSchool District of Philadelphia, Homeless Children’s Initiative 440 N. Broad Street - Suite 206, Philadelphia, PA 19130215-440-6056 dligonsham@phila.k12.pa.us