ABSTRACT

The foster care system is designed to be a temporary arrangement for a minor placed in the care of another adult, such as a foster parent, when the birth parent(s) are unable to care for them. For many, foster care becomes a permanent arrangement, and children are taken out of a familiar environment and placed with strangers. Some children eventually age out of the foster care system when they reach an age where they are able to provide for themselves. Some foster care homes do not provide the support or life tools needed for foster children to properly care for themselves, develop appropriate social skills, or to meet the challenges of adulthood successfully. This study focused on academic achievement and social skills. New Foster Care, a foster care agency that facilitates mentoring children in foster care by adults who have either aged out or who were adopted, was the primary subject pool for this study. The difference in social skills and academic achievement among individuals who aged out of foster care, who were adopted out of foster care, and those who were raised by relatives were examined. It was expected that those who were in foster care or aged out would score better in academics than those that were not. It was also expected that those who were not in foster care would report greater social skill development than participants who were raised in the foster care system. The data showed no correlation between time spent in foster care and academics. Looking at the t-test results, there were no strong correlations found between time spent in foster care and social skill development. Identifying the failures and successes of the foster care system will help to better allocate resources and improve family unit stability.