This chapter from the book Education in Out-of-Home Care examines a policy change to affect the overall ecology of youth villages (Israeli residential schools), aimed at emphasizing high school academic achievements as a key to future success.

In this chapter from the book Education in Out-of-Home Care the authors highlight ongoing legislative and policy challenges related to postsecondary education for care leavers.

This chapter from the book Education in Out-of-Home Care presents findings from a study of the educational progress of Out of Home Care (OHC) children in England.

The present research from the book Education in Out-of-Home Care examined the question of possible gender effects of a tutoring program for children in foster care in Ontario, Canada, as well as several other questions of a practice-related nature, including the impact of implementation fidelity on the effectiveness of the tutoring program and the children’s and caregivers’ perception of the tutoring.

This chapter from Education in Out-of-Home Care describes part of a project in England where the concept of Caring Schools was developed, with four domains: ethos and leadership, child focused practice, relationships with parents and carers, and interagency working.

In this chapter from the book Education in Out-of-Home Care the authors explore their journeys to and through university and doctoral studies, drawing in the experiences of other care leavers who have gone to university and care leavers they have encountered through their research into this topic.

This chapter from the book Education in Out-of-Home Care assesses a pilot project aimed at improving the school-based learning of children in residential care in Austria, Croatia, France, Germany and Spain.

This chapter from the book Education in Out-of-Home Care reviews available evidence, drawing on a recent small-scale English research study to explore the potential of early education as an intervention for children in care.

The purpose of this study was to explore the experiences foster alumni college students (i.e., students who, as adolescents, were in foster care or other out-of-home conditions) considered pertinent during their first year in college.

The purpose of this study was to explore early adulthood education and employment trajectories among young adults who experienced out-of-home care during childhood and to examine how various care history factors predict these trajectories.