Child welfare clients and educational transitions
Journal article, Peer reviewed
This is the accepted version of the following article: dæhlen, m. (2015). child welfare clients and educational transitions. child & family social work, which has been published in final form at http://dx.doi.org/10.1111/cfs.12243.
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Original versionDæhlen, M. (2015). Child welfare clients and educational transitions. Child & Family Social Work. http://dx.doi.org/10.1111/cfs.12243
Despite long-standing knowledge about child welfare clients' educational disadvantage, we know less about the individuals' progress through the educational system. Based on Norwegian data, this study examined educational transitions following compulsory school and the first 3 years of upper secondary school, which correspond approximately to the transition following middle school/junior high school to the first years of high school in the USA. It is argued that in examining educational success in the child welfare population it is necessary to analyse whether child welfare clients follow the academic or vocational track. In addition, the degree to which educational transitions are related to gender, school performance and parental education was examined. Child welfare clients' educational transitions were compared with those of a comparison sample from the general population. The analyses show that after completing compulsory school, child welfare clients most often begin in the vocational track and that they often drop out of school. This tendency is largely related to low school performance and low parental education. In addition, child welfare clients' successful transitions are somewhat lower in the vocational than in the academic track and decrease during upper secondary school.