Who counts? Educational disadvantage among children identified as homeless and implications for the systems that serve them.

Autor/inn/en	Lowell, Warren; Hanratty, Maria
Titel	Who counts? Educational disadvantage among children identified as homeless and implications for the systems that serve them.
Quelle	In: Social service review, 96 (2022) 4, S. 581-618 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen; Diagramm; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0037-7961; 1537-5404
DOI	10.1086/722003
Schlagwörter	Bildung; Familie; Bildung; Bildungspolitik; Familie; Kind; Risikofaktor; USA; Bildungspolitik; Analyse; Daten; Definition; Kind; Analyse; Daten; Definition; Risikofaktor; USA
Abstract	The Department of Education's (ED) definition of homelessness includes any child who lacks a fixed, regular, and adequate nighttime residence, but the Department of Housing and Urban Development (HUD) uses a narrower definition that excludes doubled-up families. These definitions determine how resources are prioritized for families, yet we know very little about the differences in risks faced by children identified by these departments. We leverage a data linkage between public schools and homeless management information systems in Minnesota to provide novel evidence on the educational risks faced by children identified as homeless by ED and HUD. We find that ED-identified-homeless and HUD-identified-homeless children experience comparable increases in chronic absenteeism and school instability in the year they experience homelessness, challenging the popular conception that doubled-up families face lower educational risks. Using these findings, we discuss strategies to integrate homelessness data better, assess needs, and prioritize resources for children experiencing homelessness.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2023/1