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Uses state and regional evidence on trends in homelessness identification across school districts, including under-identification patterns tied to child poverty and variable district reporting. Reviews gaps by region, including cases with zero identified students, and frames recommendations to improve identification processes, transportation support, and funding mechanisms for sustained enrollment.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Homelessness in New York State: Barriers and Facilitators to Identification and Continued Enrollment  \nOctober 2024  \nBy Jennifer Erb-Downward, William D. Lopez, and John Bulat  \nAuthors and Acknowledgements  \nAreport on behalf of NYSED and SchoolHouse Connection By Jennifer Erb-Downward, William D. Lopez, and John Bulat Poverty Solutions at the University of Michigan October 2024  \nTable of Contents  \nBackground...........................................................................................................................3  \nTable 1 – Overall Trends in Identification by Region...............................................4  \nMethods.................................................................................................................................5  \nFindings.................................................................................................................................6  \nParticipant Demographics and Professional Roles....................................................6  \nIdentification..............................................................................................................7  \nTransportation.......................................................................................................... 10  \nFunding.................................................................................................................... 12  \nRecommendations................................................................................................................ 14  \nEndnotes............................................................................................................................... 18  \nBackground  \nHousing instability can have negative educational, developmental, and health consequences for children.1, 2, 3 Nationwide, more than 1.2 million children in preK-12 schools were identified as experiencing homelessness in SY 2021-22, an increase of 10.8% over the previous year, but still lower than the number identified as homeless prior to the pandemic.4 New York State, excluding New York City, mirrors these national trends. While improvements in the identification of school-aged children experiencing homelessness have been seen in this region, post-pandemic numbers have not yet returned to pre-pandemic levels. In SY 2021-22, 5,088 fewer homeless students were identified by schools than in SY 2018-19. This was driven by 350 districts–just over half (57%) of school districts in the State.5  \nBy region, decreases in identification were most notable in Long Island, where 73 school districts identified 2,377 fewer children experiencing homelessness (a 28% decrease in identification) and in the Finger Lakes region, where 40 school districts identified 1,087 fewer children (a 24% decrease) from SY 2018-2019. The Mohawk region is also noteworthy. Despite only identifying 180 fewer children experiencing homelessness in SY 2021-22 compared to SY 2018-19, more than three quarters (76%) of all districts in the region reported a decrease in identification, and an additional seven districts (19%) saw no decrease but identified zero children experiencing homelessness. Because it is unlikely that a school district does not have a single child experiencing homelessness, these numbers suggest systemic challenges across the Mohawk Region with homeless student identification.  \nAlso of concern, evidence of likely under-identification of children experiencing homelessness was prevalent across New York State. Ninety-three school districts are believed to be under-identifying homelessness based on having a lower-than-average rate of homelessness despite having a higher-than-average child poverty rate compared to the State overall. Likely under-identification was most pronounced in the Western Region (21 districts) and Southern Tier (17 districts) . An additional 133 school districts reported no students experiencing homelessness. These districts","cbCaitS6jzzQ0eU3","https://ap.wps.com/l/cbCaitS6jzzQ0eU3","pdf",7722745,18,"English","# Background\n## Table 1 – Overall Trends in Identification by Region\n# Methods\n# Findings\n## Participant Demographics and Professional Roles\n## Identification\n## Transportation\n## Funding\n# Recommendations\n# Endnotes","[{\"question\":\"What is the report’s main focus regarding homeless students in New York State?\",\"answer\":\"The report examines barriers and facilitators affecting how schools in New York State identify students experiencing homelessness and support their continued enrollment.\"},{\"question\":\"What does the report indicate about identification trends from 2018-19 to 2021-22?\",\"answer\":\"It shows that, outside New York City, improvements occurred in some regions, while post-pandemic numbers had not fully returned to pre-pandemic levels, with significant regional decreases in identified students.\"},{\"question\":\"How does the report assess likely under-identification?\",\"answer\":\"It describes under-identification as likely when districts show a lower-than-average rate of homelessness identification despite higher-than-average child poverty, noting prevalence across multiple regions and districts.\"}]","Supporting Students Experiencing Homelessness in New York State - Barriers and Facilitators to Identification and Continued Enrollment | PDF",1792060771,45]