Abstract
This brief describes the McKinney-Vento Education for Homeless Children and Youth Program (ECHY), summarizes the research, and outlines future research questions of concern to policymakers.
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Introduction
As homelessness increased among families
and children during the 1980s and
1990s, policymakers created, and strengthened,
the McKinney-Vento Education for
Homeless Children and Youth (EHCY)
program. This response came in part
because a growing body of evidence
showed that residential instability (e.g.,
frequent moves, doubling up, homelessness)
is associated with poor academic
outcomes among children (Rafferty 1998;
Rafferty, Shinn, and Weitzman 2004;
Rubin et al. 1996). The McKinney-Vento
EHCY program aims to mitigate the
effects of residential instability through
the identification of homeless children in
schools and the provision of services,
including expedited enrollment, transportation
to school, tutoring, and mental
and physical health referrals. The program
has been in place for more than two
decades, yet policymakers know little
about how schools identify homeless children,
the specific services that individual
children receive, and how these relate to
academic outcomes.
In August 2009, with support from the
Annie E. Casey Foundation, the Urban
Institute completed a study that looked at
the McKinney-Vento EHCY program in the
Washington metropolitan region. As part
of this reconnaissance, we reviewed the
literature on how residential instability
affects academic outcomes among children;
collected descriptive data on the
extent of homelessness in the region's
schools; and convened a group of homeless
liaisons, state coordinators, and advocates
to discuss local implementation of
the program and types of data collected
by program staff. This brief summarizes
the literature and data collected during
this reconnaissance and provides questions
for future research on residential
instability and the McKinney-Vento
EHCY program.
(End of excerpt. The full brief is available in PDF format.)
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