This publication examines how the Chafee educational and training vouchers and other state-based supports for higher education have been working for these young adults. The National Foster Care Coalition (NFCC) has worked closely with six states to examine the implementation of the Chafee ETV Program since its inception in 2003: California, Maine, Montana, New York, North Carolina, and Wyoming. These states were selected to provide a diverse view of ETV program implementation, including state- and county-administered child welfare programs, urban and rural programs, and programs serving either very large or very small populations of youth. This publication documents a select number of young people's experiences with the ETV program and also shares recommendations from constituents and other stakeholders on how to improve this unique and important postsecondary education and training program.

Campus support programs provide financial, academic, and other types of supports to help former foster youth succeed in college. However, relatively little is known about the impact of these programs on college retention or graduation rates. This study lays the groundwork for an impact evaluation by examining program implementation from two different perspectives. Researchers conducted telephone interviews with the directors of 10 campus support programs in California and Washington State. The interviews covered a variety of domains, including the population served, referral sources and recruitment, the application process, the provision of services and supports, program staff, relationships with stakeholders, and data collection. In addition, participants from 8 of the 10 programs completed a web-based survey that asked about their perceptions of and experiences with the program. The survey included questions about students' demographic characteristics, referral and recruitment, the application process, reasons for participating in the program, services and supports received, unmet needs, contact with staff, and recommendations for improvement. The report concludes with several recommendations for moving forward with a methodologically sound impact evaluation of campus support programs for former foster youth.

Marchant's review of the report finds that it ignores contradictory findings, omits key information, wrongly argues causation and confuses civic knowledge with conservative political values. Marchant warns that the report "may, in fact, be destructive of the very ideals of education the authors ascribe to the Founding Fathers -- particularly informed democratic participation."