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An opinion article by the CEO of Atlanta CASA argues that children entering foster care should not have to change schools when their living placement changes. It calls on child welfare and education agencies to plan transportation, enrollment and student support together, while noting that federal protections already address school stability.
The 74 published an opinion article calling on child welfare and education leaders to protect school continuity when children enter foster care or move placements. The author, Atlanta CASA CEO, argues that transportation, enrollment and support plans should be addressed as part of placement decisions, because school can provide stability during upheaval.
The author says a move into foster care can bring several losses at once: a child may leave home and also face separation from classmates, teachers and familiar routines. The article argues that adults making urgent decisions about safety should also consider whether a child can attend school the next day and maintain relationships with trusted adults. It frames educational stability as part of a child’s well-being, rather than an issue to resolve only after placement.
The opinion piece describes potential effects of school changes, including interrupted instruction, mismatched courses, late-arriving records and loss of access to services or extracurricular activities. These are presented as risks for students, not as outcomes documented with new data in the article. The author cautions educators against interpreting a child’s quietness, frustration or difficulty completing assignments as a lack of ability when the student may be dealing with disruption.
The article points to the Every Student Succeeds Act, which assigns child welfare and education agencies responsibilities related to school-of-origin decisions, transportation, immediate enrollment when a change is necessary, and prompt transfer of records. The author says the effectiveness of those protections depends on agencies coordinating and assigning responsibility. The piece recommends planning school arrangements during placement discussions, tracking support beyond attendance and including young people’s views in decisions appropriate to their age and circumstances.
Keeping School Part of Placement Planning
For a child experiencing a placement change, staying at the same school can preserve familiar routines and relationships at a time when other parts of life are changing. The article’s central point is that school continuity requires practical coordination: a decision to remain at a school may not work without transportation, timely records and a clear plan for services.
The argument also reaches beyond attendance. A student may be enrolled and present but still lack tutoring, counseling, credit recovery or access to activities that help them feel included. The author says agencies should treat those needs as part of educational support. The article offers recommendations, not evidence that any particular policy change has been adopted or that the proposed steps have produced measured outcomes.
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Federal Protections and Their Implementation
The article situates its recommendations within existing federal protections under the Every Student Succeeds Act. It says those protections address school-of-origin decisions and practical needs such as transportation, immediate enrollment when a move is required, and transfer of student records. The opinion does not provide a state-by-state review or assess compliance rates.
Its focus is the gap the author sees between rights on paper and coordination in practice. The proposed response is to name who will make each decision, arrange transport, share information and follow up if a plan fails. The piece also describes a shared role for caregivers, courts, advocates, schools, child welfare agencies and community organizations, rather than placing responsibility on any one group.
What the Opinion Does Not Establish
The article is an opinion piece, not a new research report or agency announcement. It does not provide data on how often foster-care placement changes lead to school transfers, how consistently federal protections are followed, or which regions face the greatest transportation or enrollment challenges. It also does not identify a specific policy adoption, funding commitment or implementation deadline.
The source material does not state the article’s publication date. It is also unclear from the piece how agencies should resolve cases where a child’s best interests, available transportation, placement location or school services point in different directions. The author calls for coordination and youth input but does not set out a formal decision-making process or cost estimate.
Turning Recommendations Into Practice
The article calls on child welfare and school leaders to include an education plan in each placement conversation, assign named responsibility for its actions and communicate directly with the people carrying it out. It also urges schools and community partners to consider counseling, tutoring, credit recovery and extracurricular access, rather than measuring support only by whether a student attends.
It does not announce a next meeting, proposal or official response. Any follow-up would depend on agencies, school districts and policymakers deciding whether to adopt the recommendations and reporting how existing protections work in practice, including whether transportation is arranged promptly and students receive needed services after a move.
Key Questions
What is the opinion article asking child welfare and school leaders to do?
It asks them to make a school plan part of every foster-care placement discussion, assign responsibility for transportation and enrollment, and coordinate support after a move.
What federal law does the article cite?
The article cites the Every Student Succeeds Act, which it says establishes responsibilities related to school-of-origin decisions, transportation, immediate enrollment when a move is necessary and transfer of records.
Does the article report a new policy or research finding?
No. It is an opinion article offering recommendations. The source material does not report new data, a newly adopted policy or a formal government response.
Why does the author say attendance is not enough?
A student can be present but still need tutoring, counseling, help recovering credits or access to school activities. The author argues that support should address belonging and progress as well as attendance.
Source: the74million.org
