ISSUE 2 - VOL. 1 - THOUGHT PAPERS - Tracking College-to-Career Pathways for Illinois Foster Youth

Oct 15, 2026

Uploaded by Angel

Illinois foster youth face significant barriers that hinder academic and career success, contributing to lower high school graduation rates and reduced college enrollment and degree attainment. Perkins V expands “special populations” to include foster youth, requiring improved attention to career and technical education (CTE) access, persistence, and outcomes. With no adequate data on CTE matriculation and attainment for current and former foster youth, the brief outlines the problem and recommends an efficient statewide tracking system for enrollment, retention, graduation, skills, and job results.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Executive Summary

The Problem

The Solution

Overview of Career and Technical Education

CTE Special Populations: Foster Youth

ISSUE 2 VOL. 1 THOUGHT PAPERS ~~ ~~ SERIES ~~ ~~ TRACKING COLLEGE-TO-CAREER PATHWAYS FOR ILLINOIS FOSTER YOUTH By Chequita S. Brown Executive Summary In 2018, the Strengthening Career and Technical Education for the 21st Century Act (known as Perkins V) was enacted to develop and enhance career pathway programs that increase academic and technical skills among disadvantaged populations (Granovskiy, 2018; P. L. 115-224) . Under Perkins V, the special populations category was expanded to include youth with a parent on active duty in the Armed Forces, homeless individuals, and foster youth (or individuals with experience in foster care) . Increasing accessibility to career and technical education (CTE) programs among disadvantaged groups, such as former foster youth, can potentially lead to promising careersand economic stability. However, foster youth often encounter numerous barriers that impede their academic and career success (Feight et al. , 2016; Fryar et al. , 2017; Johnson, 2021) . Research shows that youth with foster care experience are less likely to graduate from high school (Dworsky & Perez, 2010) . Further, while many aspire to attend college, very few are likely to enroll in a postsecondary institution, and even fewer are likely to earn a college degree (Dworsky, 2018; Dworsky & Perez, 2010; Johnson, 2021; Wolanin, 2005) . Consequently, foster youth are more susceptible to housing insecurity, limited financial support, unstable employment, dependency on government assistance, and incarceration (Davis, 2006; Dworsky & Perez, 2010; Courtney et al. , 2007; Feight et al. , 2016; Fryar et al. , 2017; Johnson, 2021; Wolanin, 2005) . The Problem In Illinois, there are more than 21,000 children and youth in foster care. Approximately 26% of these individuals are 13 and older (Illinois Department of Children & Family Services [IDCFS] 2021) . Although CTE programs are offered at both secondary and postsecondary educational levels, little to no data about current and former foster youths’ CTE program matriculation and attainment is available. Considering that foster youth are identified as a disadvantaged population under Perkins V, it is imperative to address the need for: 1) an increased awareness of and access toCTE programs among foster youth; and 2) systematic tracking of Illinois foster youths’ enrollment, retention, and graduation from CTE programs at the postsecondary educational level. The Solution To fully evaluate the impact of postsecondary CTE programs on current and former foster youths’educational and career outcomes, state leaders in Illinois and CTE program administrators must develop and implement an efficient tracking system that recognizes foster youth as a student demographic within CTE programs, as well as records pertinent information relative to foster youths’ matriculation, persistence, skill development, and job outcomes. This brief highlights two sections within the Perkins V Act: Section 7, Definitions, which recognizes current and former foster youth asa special population; and Section 112, Accountability, which providesan overview of the state and local reporting requirements relative to CTE program outcomes for identified special populations. This brief then provides recommendations to improve statewide tracking of foster youths’ postsecondary educational attempts and attainment in Illinois CTE programs. Overview of Career and Technical Education The Carl D. Perkins Career and Technical Education Improvement Act of 2006 (P. L. 109-270), herein after “Perkins IV,” was enacted to promote the development of academic, career, and technical skills among students who elect to matriculate in career and technical education programs, specifically ones that prepare learners for high-skill, high-wage, or high-demand careers (P. L. 109-270) . In 2018, Perkins IV was reauthorized and revised through the Strengthening Career and Technical Education for the 21st Century A

FAQs

Why does the brief focus on foster youth in Illinois CTE programs?

Foster youth experience barriers that impede educational and career success, including lower graduation and limited postsecondary attainment. The brief argues that Illinois lacks sufficient data on how foster youth participate in and complete CTE programs.

What does Perkins V require regarding foster youth?

Perkins V expands special populations to include current and former foster youth and provides accountability expectations for reporting CTE outcomes for identified groups.

What tracking system does the brief recommend?

Illinois state leaders and CTE administrators should develop an efficient tracking system that treats foster youth as a student demographic within CTE programs and records information related to matriculation, persistence, skill development, and job outcomes.

Oct 15, 2026

Uploaded by Angel