Timing and Duration of Student Homelessness and Educational Outcomes in Los Angeles

As student homelessness grows, little is known about how the timing and duration of homeless experiences shape K–12 outcomes. Using Los Angeles Unified School District administrative data, the authors examine whether these temporal dimensions of homelessness predict students’ achievement and attenda...

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Bibliographic Details
Published in:Educational researcher 2022-08, Vol.51 (6), p.376-386
Main Authors: De Gregorio, Soledad, Dhaliwal, Tasminda K., Owens, Ann, Painter, Gary
Format: Article
Language:English
Subjects:
Academic Achievement
At Risk Students
Attendance Patterns
Control Groups
Econometrics
Education policy
Elementary Secondary Education
Homeless People
Learning outcomes
Mathematics Tests
Outcomes of Education
Students
Time Factors (Learning)
Urban schools
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Summary:As student homelessness grows, little is known about how the timing and duration of homeless experiences shape K–12 outcomes. Using Los Angeles Unified School District administrative data, the authors examine whether these temporal dimensions of homelessness predict students’ achievement and attendance. The authors find that homeless students scored lower on math tests and missed more school days than students who were never homeless. These associations are largest when students experience homelessness in the year the outcomes are measured. Experiencing homelessness in only 1 year and in 2 or more years both negatively predict outcomes, but associations are larger for students experiencing homelessness in only 1 year.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X221091232