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The study evaluated the IEPs/Individualized Transition Plans of 45 students who were in special education and foster care, and compared them to the plans of 45 students who were in special education only. Results indicate that the transition plans of foster youth with disabilities were poor in quality, both in absolute terms and in comparison to youth who are in special education only. The review of transition plans suggests that foster youth may often go through the transition plan process with no parent advocate or educational surrogate, that professionals have limited expectations for foster youth, and that the transition plan document often does not support accountability or serve as a road map for moving into adulthood. The importance of student-directed, meaningful transition planning, services and supports for youth in foster care with disabilities is emphasized. In addition, the need for collaborative efforts between the child welfare system and special education is discussed. (Contains 1 table.)

This study examined the extent to which the academic achievement of adolescents receiving both foster care and special education services differs from the performance of youths involved in only foster care, special education, or general education. Extant school data were collected on 327 students, ages 13 through 21, who attended school in a large urban school district in Oregon. The study also collected information about students' general foster care experiences, such as length of time in care and type and number of placements. Analyses revealed that foster care youths in special education typically demonstrated lower performance on academic variables in contrast to one or more of the comparison groups. These youths also appeared to experience more restrictive special education placements than youths in special education only. Although foster care or special education status alone appears to place a student at risk of academic difficulties, the negative impact of interfacing with both systems appears multiplicative. Greater attention, commitment, and time must be given to the educational needs of foster care youths with disabilities by both education and child welfare professionals.