Educational Attainment and Adolescent Foster Care Living Situations Among United States Women: A Cross-Sectional Analysis of the 2017-2019 National Survey of Family Growth

Children and adolescents in foster care face a higher risk of poor educational outcomes; however, quantitative studies using national data in the US are still limited. This study investigates the relationship between living situations at age 14 years and educational attainment in adulthood among women in the US. We conducted a cross-sectional secondary analysis of the 2017-2019 National Survey of Family Growth, focusing on women aged 25-49 years (N = 6,141). Living situations at age 14 years were categorized as (1) living with both biological or adoptive parents, (2) living with a biological mother and stepfather, or (3) living in other parental or non-parental situations (including foster care). Educational attainment was dichotomized as high (≥13 years) or low (<13 years). Multivariable logistic regression models examined associations between adolescent living situations and educational outcomes, adjusting for race, income, household size, and foster parent education. Among participants, 24.8% lived in foster care or non-parental situations at age 14 years. Higher educational attainment was significantly associated with living with both parents at age 14 years, higher household income, foster parent education, and fewer household members. Adjusted odds of higher education attainment were lower for those in foster care settings (adjusted odds ratio or AOR 0.77, 95% CI: 0.66-0.91) than those living with both parents. Foster care living situations in adolescence are independently associated with lower educational attainment in adulthood among US women. Targeted educational and social support interventions for foster youth are needed to address this disparity. Future longitudinal studies should validate these findings and explore underlying mechanisms.