Supporting Educational Outcomes for Foster Youth: Findings from UGrad Academy
Drake, A. P., Baum, V. L., Maley, B., & Shideler, M. A. (2025). Improving educational outcomes for youth in foster care: An evaluation of UGrad Academy. Children and Youth Services Review, 169, 108103. https://doi.org/10.1016/j.childyouth.2024.108103
Introduction
National statistics consistently reveal that students in foster care graduate at far lower rates than their peers, are more frequently absent, and often struggle academically. UGrad Academy was developed as a response to these challenges by connecting youth with caring adult advocates who coordinate resources and help stabilize school experiences. Drake and colleagues (2025) offer a rigorous, mixed-methods evaluation of UGrad’s effectiveness on high school academic outcomes, exploring how the program achieves these effects from the perspectives of both youth and staff.
Methods
The study employed a quasi-experimental design, using five years of administrative data (2019–2023) from the Delaware Department of Education. High school students with foster care involvement were divided into two groups: UGrad participants, and non-participants. Participation required enrollment in the program for at least half of an academic year. Key outcome variables included grade promotion, graduation, school absences, core subject grades, and disciplinary incidents. A total of 52 UGrad students were compared to 646 non-participants, and statistical models accounted for nested data (student, school, district) and controlled for race, gender, and grade level.
Qualitative interviews were also conducted with 20 UGrad participants (ages 14–22) and 7 UGrad staff members. Interviews explored themes related to youth support systems, emotional well-being, and the role of their mentor.
Results
UGrad students outperformed their foster-involved peers across several educational metrics. Participants were significantly more likely to graduate or be promoted to the next grade and had less than half the number of school absences. Core academic grades were also markedly higher, by 7 to 11 points, across English, math, science, and social studies. However, no significant differences emerged for disciplinary incidents, though it’s notable that UGrad participants initially had more behavioral issues before enrolling.
Qualitative data underscored the program’s most effective features: consistent but flexible support, trusted adult relationships, and strong coordination with other care stakeholders. Youth described feeling genuinely cared for, with Advocates easing both academic and emotional burdens. Staff echoed this, emphasizing the importance of proactive problem-solving and personalized engagement.
Discussion
The findings confirm that UGrad Academy significantly enhances the educational trajectories of high school students in foster care. Importantly, improvements weren’t merely statistical: they reflected real-world shifts in students’ experiences of school and relationships. The relational dynamic, paired with structured bi-weekly meetings and tailored intervention, was central to UGrad’s success.
The program fills gaps left by fragmented services, ensuring that foster youth have someone tracking their progress and advocating for their needs. While most interventions fail to maintain long-term engagement, UGrad’s ongoing commitment, even during transitions, sets it apart.
The study’s limitations must be acknowledged, however. Small sample sizes, reliance on state data with missing demographic variables, and lack of random assignment limit causal certainty. Future work should include younger students, follow participants longitudinally, and incorporate mental health and post-secondary outcomes to better understand UGrad’s long-term impact.
Implications for Mentoring Programs
The success of UGrad Academy provides a model for mentoring programs seeking to support foster care-involved youth. Effective programs must go beyond occasional check-ins and adopt a consistent, relatively frequent engagement structure. Relationships must be durable, built on trust, and supported by trained staff with expertise in trauma-informed care. UGrad’s integration of educational, emotional, and logistical assistance ensures that youth don’t fall through systemic cracks. Additionally, flexibility matters. Mentors must have the freedom to adapt to youth needs, even outside standard work hours, and work collaboratively across school and service systems.
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