Percentage of Students Meeting or Exceeding Standards, 2005-2006

Addressing the needs of homeless children is more urgent than ever. According to recent estimates, 1.35 million children in the U. S. experience homelessness each year and, given this period of economic downturn, that number will most certainly grow in the near future. Yet, very few studies describe these children and their educational experiences, and little is known that can inform the development of effective policies and programs.

To begin to close this knowledge gap, Chapin Hall analyzed administrative data from the Chicago Public Schools (CPS) and from Inner Voice, an agency that supports homeless Chicagoans. CPS identifies more than 10,000 students as homeless each year. During the 2005– 2006 school year, fewer homeless children in grades 3, 5, and 8 served by Inner Voice met or exceeded reading and math standards in than their counterparts in the overall CPS population, as measured by the Illinois Standards Achievement Test (ISAT). Moreover, one-third had been held back at least once, and of those, one-quarter had been held back repeatedly.

Their need for special education services may be one reason why homeless children experience academic difficulties. Twenty-two percent of homeless children were identified as having special education needs—more than twice the percentage of CPS students who are not homeless.

Sixty percent of the homeless children in the study changed schools during the school year. On average, these children experienced 3.2 school changes during the time that they were homeless. Three-quarters had changed schools at least once, and more than one-third had changed schools three times or more.

Chapin Hall’s study demonstrates the importance of providing academic support for homeless children, and suggests that services for homeless families should be broadened. Beyond services that move their parents toward residential stability, students need safe and quiet places to study, the opportunity to remain at one school, and access to special education services when indicated.