Learners who come from this type of background are likely to have damaging circumstances as a part of their life experiences (Carta, 1991). Therefore, low economics means that these learners are at risk of achieving their goal in academic success. Not unexpectedly, economic circumstances can lead these learners to withdraw from school. Additionally, economically disadvantaged learners often withdraw from high school, and are less likely to enroll in postsecondary education (United States Department of Education, 1998). Moreover, high school graduates from low-income families are frequently unqualified academically to enter college and may not want to continue once enrolled (USDE, 2000). Professionals working with Economically Disadvantage Families including Foster Children can use these recommended resources to assist the students to achieve their academic success.
Economically Disadvantage Families
An individual from an economically disadvantaged family including low-income youth and adults.
A student considered an Economically Disadvantaged student by meeting one of the following criteria:
The student is awarded a Board of Governors Waiver (BOGW)
The student is awarded a Pell Grant reported in MIS data
The student is identified as a WIA participant currently reported in the Job Training Partnership Program (JTPA) reported in MIS data
The student is identified as a participant in the CalWORKs Program reported in MIS data
The student is reported as economically disadvantaged
The student is identified as a recipient of public aid in the California Department of Social Services (DSS) data match for the cohort
Youth who are in, or have aged of, the foster care systems and youth with an active military parent to the special populations' definition.