UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF ELEMENTARY AND SECONDARY EDUCATION - Dear Chief State School Officer Letters

Oct 15, 2026

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Letters from the U.S. Department of Education, Office of Elementary and Secondary Education, address State educational agencies’ responsibilities to support students in foster care. They emphasize educational stability requirements under Title I, Part A of the ESEA, focusing on active collaboration between educational agencies and child welfare agencies. The text recirculates an earlier July 2023 letter, highlights related HHS resources, summarizes research on adverse academic and behavioral outcomes, and underscores the need to continue partnerships to mitigate mobility-driven educational disruption.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Dear Chief State School Officer (July 18, 2024)

Meeting outcomes and upcoming joint guidance

Recirculation of July 2023 letter and related HHS memorandum

Dear Chief State School Officer (July 25, 2023)

SEA responsibilities under Title I and ESEA requirements

Need for collaboration with child welfare agencies

Research on adverse outcomes and contributing factors

July 18, 2024 Dear Chief State School Officer: Earlier this year, we were pleased to co-host a meeting of foster care points of contact from State educational agencies and State child welfare agencies. This was the first opportunity to bring together, in-person, the professionals who share responsibility for supporting the educational stability of students in foster care. The conference highlighted the progress we are making in harmonizing Federal, State, and local services to meet the needs of foster youth and elicited feedback that will inform new guidance jointly issued by the U.S. Departments of Education (ED) and Health and Human Services (HHS) to be released later this year. Until then, and since many State chiefs are new to their positions, I am recirculating our July 2023 dear colleague letter that includes information and reminders that are as timely for the coming school year as the last one. In addition, I would like to highlight a November 2023 Information Memorandum, ACYF-CB-IM-23-09, issued by HHS’s Administration on Children and Families. This document contains resources that may be especially useful as you collaborate with your counterparts in State child welfare agencies. Thank you for all you do to support students in foster care in your State. As always, if our team can be of any support, please reach out to [fostercare@ed.gov](fostercare@ed.gov. For additional)[. For additional](fostercare@ed.gov. For additional) information about supporting the needs of students in foster care, please access ED’s students in foster care program webpage at [https://oese.ed.gov/offices/office-of-formula-grants/school-support-and](https://oese.ed.gov/offices/office-of-formula-grants/school-support-and)accountability/students-foster-care/ . Sincerely, /s/ Adam Schott Principal Deputy Assistant Secretary Delegated the Authority to Perform the Functions and Duties of the Assistant Secretary Office of Elementary and Secondary Education Enclosure cc: State foster care points of contact State child welfare agency directors State special education directors State Title I directors UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF ELEMENTARY AND SECONDARY EDUCATION July 25, 2023 Dear Chief State School Officer: As you prepare for the upcoming school year, I am writing to remind you of State educational agencies ’ (SEAs’) responsibilities to support the unique needs of students in foster care, as required under Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA) . This letter provides important reminders about the ESEA’s educational stability requirements for students in foster care, recommendations for effective implementation of these requirements, and information about upcoming technical assistance opportunities to support SEA implementation efforts. Primary among the ESEA’s educational stability requirements for students in foster care is active collaboration, partnership, and information sharing between educational agencies and child welfare agencies (CWAs) . Now six years into implementation of the ESEA’s educational stability requirements, there remains an urgent need for SEAs and local educational agencies (LEAs) to continue partnering with State, local, and Tribal CWAs to address persistent challenges in improving the educational stability of students in foster care. Prior research has demonstrated that students in foster care are more likely than their peers to experience adverse educational outcomes, including lower academic achievement in reading/language arts and mathematics, 1 higher grade retention rates, 2 and lower rates of highschool graduation 3 and postsecondary enrollment.4 Research has also suggested that students in foster care may be up to almost three times as likely to receive special education services as their peers who are not in foster care.5 Finally, research conducted using data from individual States and districts suggests that

FAQs

What is the main focus of these letters for State school leaders?

They focus on ensuring educational stability for students in foster care through required responsibilities and ongoing collaboration between educational agencies and child welfare agencies.

What federal requirement is highlighted for students in foster care?

The letters emphasize responsibilities under Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA), including educational stability requirements.

Why is educational stability particularly important for students in foster care?

Because foster care students face higher risks of adverse outcomes, and instability tied to high mobility and placement changes can disrupt schooling and lead to poorer academic and behavioral results.

Oct 15, 2026

Uploaded by Fahsai