New York Times: New York Charters Enroll Fewer Homeless Pupils Than City Schools
“Students in temporary housing often struggle academically. According to a report on New York City from the Institute for Children, Poverty and Homelessness, a policy research organization, students in temporary housing are nearly twice as likely to be chronically absent — meaning they miss at least 20 days of school — as students who are not homeless. They are also nearly three times as likely to transfer schools midyear, and they have much lower rates of academic proficiency.”
School absences are pervasive across New York City. Almost one in five New York City public school elementary students (19%) were chronically absent in SY 2013-14, missing 20 days or more of school. Worse, homeless elementary students were chronically absent at roughly twice the rate of elementary students overall. This report examines the disparities in absenteeism and its impact on educational achievement, comparing homeless students and their housed peers, regardless of family income level.
A new policy report examines when the special education needs of homeless students in New York City are most often identified, the impact of that timing on educational and behavioral outcomes, and the role that school stability plays in timely identification. Meeting the special education needs of homeless students as early as possible ensures this already marginalized group of children does not needlessly fall behind in school.
In New York City, more and more children are facing the most extreme form of instability and poverty—homelessness. The new report provides a detailed picture of homelessness within the city's educational system: where homeless students go to school, what kinds of support they may need, what their academic outcomes look like, and what the lasting impacts of homelessness are educationally—even after a student's housing instability has ended.