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66
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3
In the Shadow of Opportunity:
Removing Barriers and Creating
Success for America's Homeless Children and Youth
A Policy Statement of the
National Association of State Coordinators
for the Education of Homeless Children and Youth
April 1992
A Homeless Second Grade Child Speaks
I am sad,
I want my mom!
I want to go to Bismarck and live with her!
I am sad,
I don't want to study,
I get hugs at school,
I am glad my tutor loves me, but
I need my mom,
Mom won't take care of me,
Mom hasn't got time,
Mom has 5 other children,
Mom left me with gramma.
At school they say I'm Homeless,
My tutor loves me,
My tutor holds me on her lap,
My tutor takes time to try to cheer me,
My tutor says, "Good Morning, Kayla, did you have a good weekend?"
I say, "No".
I'm sad, my mom didn't come see me,
My tutor said, "What did you get for Christmas?"
I said, "A doll, that's all."
Mom can't afford more,
Mom has more children,
Mom left me at Gramma's,
I play with my brother, but, now he is gone.
He went to live with mom,
I need my mom!
Last weekend my mom was in a car accident,
My brother was with her (his legs are broken),
I am sad,
I need my mom,
Mom went to the hospital
she died.
Mom,
I am alone
so is my brother,
We are Homeless.
Written by: Susan R. Cheatley
Tutor
North Dakota Homeless Project
National Association of State Coordinators for the
Education of Homeless Children and Youth
1992 Fact Sheet
All children have the right to receive high quality educational services in a safe and
caring environment. The enactment of the McKinney Act Amendments of 1990 (Public
Law 101-645) assures this right for homeless children and youth, and it enables states to
respond with innovative programmatic approaches to address their special needs. While
no substitute for a permanent home, school can offer the continuity, security, and normalcy
in a child's otherwise turbulent life. Our nation must continue to seek solutions to stabilize
homeless children and their families beyond "quick fix" practices and token funding levels.
Annual estimates of the number of homeless children in America range from 300,000
to 2 million.
Fifty-five State Homeless Coordinators estimated that 317,197 school-age children
experienced homelessness in 1991.
In 1991, 17 percent of homeless school-age children did not attend school.
The enactment of the McKinney Act Amendments of 1990 expanded states'
responsibilities to ensure that homeless children and youth attend and achieve
success in school, and increased funding for the Education of Homeless Children and
Youth Program from $7.2 million in Fiscal Year 1991 to $25 million in Fiscal Year
1992. The new funding level provides $78.82 toward educational support for each
school-age homeless child identified in the 1991 estimated count. Comparatively,
$308 million was allocated to address similar needs for 650,000 migrant students in
FY 1992. This funding level provides $473.85 toward educational support for each
migrant child.
Despite this overall expansion in responsibilities and increased funding, 11 states and
territories, including North Dakota, Hawaii, Nevada, Alaska, and New Hampshire,
will each receive less than $18,000 in additional funds to implement the new
programs. Two states and two territories will continue with increased
responsibilities and no increase in funding.
Provisions in the 1990 McKinney Amendments made it possible for state agencies
to fund local school districts to provide direct services to homeless children. The
new authorization requires that local education agencies spend 50 percent of each
grant on tutoring and remedial education services, and at least 35, but not more
than 50, percent on related activities. In a survey of state coordinators, 98%
reported that these restrictions were inhibiting the flexibility of local school districts
to respond to the differing needs of homeless children in their states. For example,
many school districts have adequate tutorial and remedial activities funded through
Federal, State, or even private sources. Yet, homeless children may not be able to
access these programs because they lack transportation services.
In the Shadow of Opportunity:
Removing Barriers and Creating
Success for America's Homeless Children and Youth
"Bridging the gap between home and school."
A Policy Statement of the
National Association of State Coordinators
for the Education of Homeless Children and Youth
April 1992
for additional copies contact
Peggy Jackson-Jobe
Maryland State Department of Education
200 W. Baltimore Street, 4th Floor
Baltimore, MD 21201
(410) 333-2445
National Association of State Coordinators
for the Education of Homeless Children and Youth
Officers
President
Vice President
Peggy Jackson-Jobe
Paulette Mabry
Maryland
Arkansas
Treasurer
Secretary
Bill Scheel
Dona Cunningham
Arizona
Oregon
Legislation and Policy Statement Committee
Peggy Jackson-Jobe, Maryland
Priscilla Scheldt, Washington
Committee Co-chairs
Mitzi Beach, Vermont
Leedia Macomber, Massachusetts
Eugene Cain, Michigan
Tom Odneal, Missouri
Dona Cunningham, Oregon
Ralph Paiz, New Mexico
Cynthia Dorsey-Smith, Mississippi
Ava Thomas, Virginia
John Edwards, Illinois
Jose Villa , Ohio
Margretta Fairweather, New York
Beverly Wallace, District of
Dalia Georgedes, New Jersey
Columbia
Paulette Mabry, Arkansas
Barbara Wand, Texas
Patricia Wilkins, North Carolina
Cover photo by Joe Donovan and courtesy of Calfornia
Department of Education
i
In The Shadow of Opportunity:
Removing Barriers and Creating
Success For America's Homeless
Children and Youth
Table of Contents
Mission Statement
iii
Executive Summary
1
Case Studies
Alabama
6
Alaska
8
Arkansas
10
Colorado
12
Connecticut
14
District of Columbia
16
Florida
18
Iowa
20
Kansas
22
Kentucky
24
Maine
26
Maryland
28
Massachusetts
30
Minnesota
32
Nevada
34
New Hampshire
36
New Jersey
38
New Mexico
40
North Carolina
42
North Dakota
44
Oregon
46
Pennsylvania
48
South Dakota
50
Texas
52
Washington
54
Wisconsin
56
Conclusion
58
Appendix A: Actual Grants for FY 1991 and Estimated Grants for FY 1992
Under P.L. 102 - 170
59
Appendix B: Listing of State Homeless Coordinators
61
ii
Mission Statement
The National Association of State Coordinators for the Education of Homeless Children and
Youth (hereinafter referred to as the Association) is an association of state coordinators
with responsibility for implementing Subtitle VII-B of the Stewart B. McKinney Homeless
Assistance Act related to the education of homeless children and youth. Membership is
composed of state coordinators in the fifty states, the District of Columbia, Puerto Rico,
American Samoa, Guam, Northern Mariana Islands, and the Virgin Islands.
Since each child is a valuable resource, capable of learning and contributing positively to
society, the Association has defined its mission as follows:
The National Association of State Coordinators for the Education of
Homeless Children and Youth believes that in each state and territory
coordinated efforts must be implemented to ensure that children and youth
residing in temporary living situations receive equal access (equity) to
appropriate educational services, while maintaining continuity and quality
in instructional and non-instructional programming (excellence).
Furthermore, the Association believes that strategies for effective
instruction, comprehensive pupil services, and research must be
developed, conducted, and disseminated.
The Association's mission is based on a belief in and a recognition of the importance of
education as a force in abating the personal and social costs of poor and homeless children
and youth. Furthermore, there is a recognition of our individual and collective
responsibility to effect systemic changes which result in prevention and act as a deterrent
over time.
The Association's positions emerge from these beliefs. Sustained effort to effect access,
optimal achievement, and excellence for each homeless child and youth has become our
individual and collective resolve.
iii
EXECUTIVE SUMMARY
"My success is always shadowed by something -
insensitive people, constant changing of schools,
or my own inability to cope.'
Erica
Age 16
Perhaps the greatest challenge facing educators in the 1990's is providing a stable and
continuous education to homeless children and youth. There are an estimated 317,197
school-age children and youth in homeless families each year. These children live with the
daily uncertainties of where they will sleep, when and what they will eat, and whether they
will have adequate clothing - the basic necessities of life. The emotional stress of
homelessness, factors associated with poverty, and family problems impinge on a child's
performance in school. Without early intervention, these children will remain in the
shadows as America's opportunities for a better education and the hope for a brighter
future will pass them by.
McKinney Amendments Create Educational Opportunities
Homeless children have the same needs as other children. They need understanding, love,
and acceptance. They need a place to call home and a sense of belonging to a neighborhood
and school. While no substitute for a permanent home, school can offer the continuity,
security, and normalcy in a child's otherwise turbulent life. More than 317,197 school-age
children experienced homelessness in 1991. Seventeen percent of these children did not
attend school or attended school irregularly. The reasons for a homeless child's non-
attendance in school varied: lack of transportation, inappropriate clothing, short-term stay
in shelter, child's safety from potential abuser, uncertainty about the family's plans, and
the lack of school supplies. While states have made considerable progress in assuring that
their homeless children have access to schools, much attention is now being focused on how
to create opportunities for their success in school.
The intent of the McKinney Act Amendments of 1990 was to ensure that homeless children
and youth attend and achieve success in schools. Funding for the Act increased for fiscal
year 1992. States will now be able to provide grants to some local school districts to expand
existing programs and to create new initiatives that will address the diverse needs of
homeless students and will remove the barriers for their success in school. In states such
as Arkansas, Florida, Minnesota, Connecticut, Maryland, Massachusetts, Texas, South
Dakota, Pennsylvania, and the District of Columbia, after-school tutorial and homework
assistance projects can be expanded. In Iowa, Oregon, Alaska, Kansas, and North Dakota,
local projects that provide support services to address the special needs of runaway and
homeless youth can receive funding to help additional youth. Additionally, several other
states, such as Alabama, Wisconsin, North Carolina, New Hampshire, New Mexico,
Colorado, and Washington can continue initiatives that address the need for school
supplies, clothing, transportation, and staff awareness. Each local school district that
receives McKinney funds will identify a homelessness liaison to assume the responsibility
of coordinating all activities related to the education of its homeless children.
1
The new provisions in the McKinney Amendments have provided positive steps towards
improving the educational opportunities for our nation's homeless children and youth.
Increased Funding Needed for Fiscal Year 1993
President Bush has included $25 million for the education of homeless children and youth
in his 1993 budget request. Because of loss due to inflation, the increasing numbers of
children who join the ranks of the homeless each year, and provisions in the McKinney
Amendments for the inclusion of preschool homeless children, the current funding level
needs to be increased for fiscal year 1993 to at least $50 million. The increased funding will
help to provide for our homeless children and youth the educational opportunities promised
in the McKinney Amendments.
Congress has acknowledged the value of providing direct services to homeless students to
address their diverse needs for both educational and support services. However, the low
appropriation of $25 million for fiscal year 1993 seriously thwarts the efforts of state
coordinators and local school districts to effectively address the needs of the more than
317,000 school-age children who experienced homelessness last year. This is a 16% increase
from the estimated count reported for 1990. Additionally, eleven states and territories,
including North Dakota, Hawaii, Nevada, and New Hampshire will each receive less than
$18,000 in additional funds to implement new programs. Alaska, Wyoming, Virgin Islands,
and the Northern Marianas will continue to receive only $50,000 for the entire Subtitle
VII-B program. We do not believe that a Congress and a President who approved a $50
million authorization to serve 273,000 children, would recommend $25 million as adequate
to meet the needs of 317,197 homeless children. All of these children will be part of what
America will be in the year 2000 - the question is, what part will they be?
Legislative Issues Impacting Project's Success
While the McKinney Amendments made important changes, the Association notes that
several issues remain that impinge on a homeless student's opportunities for success in
school. If we are to truly make a difference in the lives of these children, we must be
willing to make the commitment for change, expend the energies needed to bring about
change, and provide the resources that will help to assure that the barriers are removed
and the opportunities for success for America's homeless children and youth are reachable.
35 - 50 Percent Requirement
Provisions in the 1990 McKinney Amendments made it possible for states to provide local
school districts with funds to provide direct services to homeless children. However, these
provisions constrain state and local school districts' responses to the needs of homeless
children. Section 723 (b) (1) of the Act requires that not less than 50 percent of a local
education agency's grants be used to provide tutoring, remedial services, or other
educational services to homeless children and youth. Similarly, Section 723 (b) (2) requires
that not less than 35, nor more than 50, percent of local education agency grants be used
to provide related services. In a survey of state coordinators, 98 percent reported that
these restrictions were inhibiting the flexibility of local school districts to respond to the
differing needs of homeless children in their states.
2
The survey indicated, many school districts have adequate tutorial and remedial activities
funded through Federal, State, or even private sources. As might frequently be the case,
homeless students may not have access to transportation to and from the tutoring program.
Such a school district can not seek a grant from Section 723 of the McKinney Act that only
requested funds to provide the necessary transportation services. Because transportation
is a related service, not more than 50 percent of the school district's grant can be directed
towards this need. In such cases, the arbitrary determination of the distribution of funds
has become a barrier to meeting the needs of local homeless students.
The Association recommends that the 35 - 50 percent requirement be eliminated or changed
to increase the flexibility to manage McKinney funds based on local needs assessments. If
a change in the law is considered, the Association further recommends the following
revision in the language of the law:
AN AMENDMENT TO SECTION 723 (b) (1) OF THE ACT TO ALLOW STATE
EDUCATIONAL AGENCIES TO GRANT A WAIVER OF THE PERCENTAGE
REQUIREMENTS IN A GIVEN GRANT TO A LOCAL EDUCATIONAL AGENCY.
THE REQUEST FOR SUCH A WAIVER MUST BE BASED ON IDENTIFIED LOCAL
EDUCATIONAL NEEDS FOR HOMELESS CHILDREN, AND ON ASSURANCES THAT THE
REQUIRED SERVICES BEING WAIVED ARE TO BE PROVIDED THROUGH OTHER
PROGRAMS OR SERVICES.
Transportation
Subtitle B, Section 721(2) directs states to review and revise laws, regulations, practices or
policies that may act as a barrier to the enrollment, attendance, or success in school of
homeless children and youth to assure that they are afforded a free and appropriate public
education. As this review continues to be implemented, the issue of transportation to and
from school continues to be the major barrier to ensuring that children who are homeless
receive the education to which they are entitled. Until this critical need is adequately
addressed, children and youth who are homeless will have to overcome additional,
unnecessary obstacles in their quest for an education.
Currently, Section 722(e)(3) requires that homeless children be educated in either the school
district of origin or their district of current residence. The placement should be determined
with the child's needs considered as the critical factor. In conjunction with this
requirement, many states have developed procedures to identify which placement is in the
best educational interests of the child. While all states are required to permit a homeless
student to enroll in their district/school of origin or attend school where they currently
reside, not all states provide transportation to make the placement of choice a reality.
Without transportation, choice becomes an exercise in futility. While a provision for
assistance to defray the excess cost of transportation is an allowable related activity under
Section 723 Local Education Agency Grants for the Education of Homeless Children and
Youth, funding for transportation, along with many other activities, is capped at 35 percent
of each local education agency's grant. There is no other provision in Subtitle B that
addresses this critical need.
3
In an effort to foster continuity of educational services, there are clear advantages to a
child remaining in the school district of their last permanent address. These include ties
to the community, and familiarity with the school setting, teachers, classmates, and friends.
This is especially true for older homeless youth who may be close to high school completion.
A change in school would be an unnecessary hardship for these children. In general, the
current amended McKinney Act does not provide sufficient funding or requirements for
the provision of transportation.
It is imperative that sufficient funds for transportation be included in any subsequent
reauthorization of Subtitle VII-B, particularly in situations where the child opts to return
to the district of origin. While removal of this barrier will substantially improve the
homeless children's access to the educational services to which they are entitled, failure to
act will add to the overwhelming burden these children and youth already bear.
Minimum State Allotment
The McKinney Amendments of 1990 mandated a variety of increased activities for each
State Coordinator. Development of more comprehensive and specific state plans for
meeting the educational needs of homeless children and youth, reviewing and revising all
state policies, practices, laws, and regulations that may create barriers to homeless
students, and providing leadership for similar reviews and revisions at the local level, are
just three of the expanded requirements. For those states in which fiscal year 1992 will
provide the first opportunity for distributing grants to local school districts, there will be
many new challenges such as developing and implementing the application process and
award criteria, monitoring and providing technical assistance, and for the effective
implementation of local projects.
Twenty-three states and the District of Columbia have their administrative allocations
locked at the $50,000 minimum. There is well founded concern by the Association that
minimum states' programs for homeless children, most of which are funded by a part-time
position, are being placed in jeopardy because the gap between mandated activities and
appropriate resources are too great. We recommend increasing the minimum state
allocation from $50,000 to $95,000 to ensure that all states have the ability to execute all
the requirements of the McKinney Act. However, the recommended increased funding of
minimum state allocations should not be made at the expense of other states' current
funding levels. This concern for minimum funded states further supports the need for full
funding of at least $50 million for the Education of Homeless Children and Youth.
4
Case Studies Highlight Successes and Challenges
There are SO many homeless children, each with a different story and a unique set of needs.
And because of the numbers involved, it's almost possible to become numb to their plight.
Perhaps the only way to really stay sensitized and willing to do whatever it takes to help
these children in need is to put ourselves in their shoes - one child at a time. As the stories
in this report illustrate, it takes people who are specifically working for the good of
homeless students to make things happen. Without well-trained teachers, sensitive
administrators and support personnel, and volunteers that are advocates for homeless
children, the types of positive outcomes as described in each child's story could not happen.
Through the Stewart B. McKinney Homeless Assistance Act, Congress has challenged
education with assuring that homeless children and youth have access and success in
schools. While the case studies highlight the successes, a brief narrative is provided to
describe how a specific issue is impacting a state's ability to respond to the educational
needs of its homeless children and youth. Whether the issue is full funding, the 35-50%
requirement, transportation, or the need to increase minimum state allotments, the
challenge for each state is reemphasized as we continue to work to ensure that no homeless
child is left in the shadow of an opportunity to be successful in school.
5
"ROSALIE'S STORY"
ROSALIE, a pre-adolescent, lives in a homeless shelter with her mother, father,
and two younger brothers. The family is homeless due to a series of circumstances
which began with the father's car accident. He was left with disabling health
problems and the doctor and medical expenses mounted; his sick leave ran out; and
his pay was cut. At this point, rent money became scarce and Rosalie's mother
found a minimum-wage job which couldn't begin to provide for a family of five.
The family was forced to choose between food or rent. Family and friends helped
for a time but their resources were exhausted and so the next move for the family
was to the homeless shelter.
During this traumatic time, Rosalie stayed in school--grades falling--but at least her
attendance remained constant. After a while, Rosalie began to miss school
frequently. An investigation was implemented concerning Rosalie's attendance. The
system coordinator for homeless education learned the reasons for the frequent
absences and it was brought to her attention that a physical education teacher gave
Rosalie "F's" because she wasn't "dressing" for gym. Intervention was necessary -
ALABAMA
a gym suit was purchased immediately and information about the impact of
homelessness on school-age children was shared with the school staff.
This incident prompted a series of other workshops geared toward the awareness of
the special needs of the homeless child. Teachers, counselors, and administrators
are now more sensitive to the emotional needs of the homeless, more willing to find
out what the physical needs are, and more willing to take the time to determine the
situation and what it warrants. As for Rosalie, she's in school every day and her
grades have improved. In fact, she's thriving in a school environment where she
knows that others care.
McKinney Act funds made it possible for the Coordinator of Education for Homeless
Children and Youth to conduct the much needed staff awareness sessions with school
personnel and to produce and disseminate information about the needs of Alabama's
homeless children and youth. Rosalie is one success story - there are so many more
waiting to be told.
6
THE ALABAMA CHALLENGE
Dr. Marsha Johnson, Coordinator
(205) 242-8199
Alabama has an estimated 30,000 homeless children. Of that number, 16,670 homeless
children were of school-age. For school year 1990-91, it was found that all identified
school-age homeless children were attending school.
Alabama State law requires all children ages 6 through 16 years to attend school; and while
processing delays do occur, surveys report that homeless children usually are in school.
Delays of processing and placing children result primarily from lack of funds to provide
transportation back to the student's school of origin and the need for records.
The funds provided through the McKinney Act to be distributed in the form of local grants
must be allocated with a 35/50 per cent split. As this point, this restriction is not a
problem in Alabama because educational services to homeless children remain a high
priority. A survey determined that after school tutoring, individual classroom attention,
specialized education programs, and a greater emphasis on academics in the school were
among some of the greatest needs for Alabama's homeless children.
Even though the expressed needs for Alabama's homeless children are educational, there
are some identified related services such as transportation and staff training that require
our immediate attention. However, it is crucial and of the utmost concern that the law
retain its focus on educational services to ensure that the intent of the law is observed: to
provide direct services to homeless children and to ensure their success in school.
7
"CLARA'S STORY"
CLARA, 17, left home from rural Alaska and was placed in a foster home in
Anchorage. Dissatisfied with her new living arrangements, she ran away and began
living on the streets of Anchorage. Like most runaways, Clara eventually got in
trouble with the law. The courts placed Clara back in foster care and assigned her
a probation officer.
Clara was having difficulty functioning in the regular school program. She was
reading far below grade level and she needed remedial assistance in mathematics.
Clara's self-esteem was low and her dream of finding a job and living independently
was shattered when she learned that she would not be receiving her high school
diploma. Without a high school diploma, she couldn't qualify for a minimum wage
job. It was quite obvious that an alternative educational program was needed for
Clara.
Clara was accepted into AVAIL, an Anchorage School District alternative education
program for homeless youth like Clara. The school is supported by the local
merchants and funded through a federal demonstration grant and a Stewart B.
ALASKA
McKinney Homeless Assistance grant.
The program is designed to provide one-on-one instruction, group and individual
counseling, alcohol and drug prevention/intervention workshops, and a work
program. With hard work, Clara can complete the education program in two years
and graduate with some work experience which can lead to her independence.
Clara's success is shared with the staff at AVAIL, her foster parents, probation
officer, and counselors.
8
THE ALASKA CHALLENGE
Connie Munro, Coordinator
Alaska
(907) 465-2970
Alaska has an estimated 1,441 school age youth who experienced homelessness in 1991. An
additional 3,500 youth are estimated to be runaways/castaways and they live on the streets.
Due to Alaska's harsh climate, homeless youth and families must use all their energy and
know how to seek shelter. Lack of public shelters (except a few in urban areas) causes
additional stress, and community members are called upon to help. In Kodiak, tent pads
were supplied by the city as well as transportation to assist homeless children in getting to
school.
Alaska is a state that receives the minimum of $50,000 from the Stewart B. McKinney Act.
The fiscal year 1990 award (50,000) was used to provide financial assistance to local school
districts to address the needs of their homeless students. The Alaska State Department of
Education funded four of the nine requests for funding. Two of the requests were
appropriated for tutoring and counseling at alternative schools serving homeless youth and
two were for school supplies, book purchases and transportation costs from shelters to
school. It is not likely that grants to local school districts will be offered in the future
without an increase to minimum states allotments. Alaska will receive $50,000 for fiscal
year 1992.
9
"LARRY AND AMANDA'S STORIES"
LARRY, a little fourth grade boy with red tosseled hair, grins as he passes you
in the school hallway. "I really like to stay after school. Is today my day?" This
little boy never knows which grandmother's house he will be taken to, on any given
day.
AMANDA, a first grade girl who lives in a burned out storefront, is learning how
to count money by using a computer in the after-school program. She never misses
a session. She is a happy little girl when she leaves each week with the red fruit
juice stain on her lips. She has been behind in school because her parents moved
around a lot and did not keep her in school. She is catching up now with the help
of her tutor in the after-school program.
This short narrative, provided by a local homeless program liaison, brings us closer
into the lives of Larry and Amanda and into an understanding of what it must mean
to be homeless and precariously housed children to have something that is constant
ARKANSAS
in their lives. Larry and Amanda are two "lucky" homeless students in Arkansas
who are receiving the extra support legislated under the Stewart B. McKinney
Amended Act of 1990, P.L. 101-645.
They are "lucky" because their school district is one of five districts which received
funds to support outreach and assistance to Arkansas' homeless school-age children.
This after-school program consists of four components; student tutorial, health
screening, community resource coordination, and parent education. Of the 5,354
homeless school-age children identified in the 1991 survey, 141 students receive
educational support services through these five grants which total $60,000.
Larry and Amanda smile because their tutor is a constant stabilizing person in their
lives. She is a friend to help them "catch-up", even if their after-school activity is
only two days out of the week.
10
THE ARKANSAS CHALLENGE
Paulette Mabry, Coordinator
(501) 682-4847
Stewart B. McKinney Homeless Assistance funds have enabled Arkansas to provide direct
assistance to the estimated 5,354 homeless school-age youth. The Arkansas Department of
Education, Office for the Education of Homeless Children and Youth, funded five school
programs during the 1991-92 school year. Arkansas received an allocation of $79,661 and
utilized $60,000 to fund the five school programs. These funds have enabled local
education agency (LEA) grantees to provide services which include: tutoring and
homework assistance, counseling, medical and dental care, school supplies, clothing, food,
transportation, recreation, outreach and coordination with other community service
providers.
Even though Arkansas' programs were designed to meet the specific needs of individual
students, emphasis in all funded programs reflect activity to strengthen or develop local
district and community partnerships. Local districts operating within reduced budget
constraints cannot provide successful outreach and support for a variety of unique needs
that must be met to enable homeless children to experience educational success.
Partnerships are necessary if even the most basic of all identified needs of homeless children
are ever to be met through the McKinney Amended Act. Communities, with reduced
budgets are searching for resources to provide supplemental services, such as
transportation, as there is little other choice within the present allocation level, $25 million,
and inflexible constraints of the local grants.
Flexibility is greatly needed in McKinney grants to enable the state educational agency to
determine how funds may best serve the grantee in providing support to the homeless
student, such as transportation. Implementing the spirit of this legislation has become a
challenge to many states, such as Arkansas, which must provide restricted funding to LEA
grantees. Many potential grantees choose not to apply because student needs cannot be
served under existing restrictions. The 35-50% expenditure categories limit the effectiveness
of small sums of funding in needed service areas. Identified needs such as transportation
and outreach workers cannot be supported to benefit students under existing expenditure
guidelines. If homeless students are to receive support to achieve educational success, LEAs
must be given grant flexibility to determine how they may best assist these students.
11
"MIKE'S STORY"
MIKE, 17, is from Arizona. He was an "A" student at his high school there, and
an outstanding member of the varsity track team. He wants to earn a college
scholarship with his track ability. He left Arizona last Fall to escape violent abuse
by his parents, and ran to Colorado. He arrived at St. Paul's, Denver's only
overnight shelter for homeless teens. He was alone and afraid of the downtown
street scene. Mike's first request was that he be allowed to attend school while he
was in the shelter.
The caseworkers on staff assisted him in enrolling in a high school five miles from
the shelter, and helped him find a part-time evening job near the school in order to
earn money for his own apartment. Because he chose to arrive at school at 7 a.m.,
for college-bound tutoring, and return to the shelter around 10 P.M. following his
job, the school busing schedule did not coincide with Mike's busy day. Staff at Safe
At St. Paul's provided bus tokens for Mike to ride the public transportation system.
One winter day, as snow was falling and the temperatures dipped below 20 degrees,
COLORADO
Mike's caseworker, from the shelter, called the Homeless Education Office to ask
if we had emergency tokens for homeless students. The shelter had run out of their
supply, and was so short of funds that they could not provide any more until the
first to of the following month, a full two weeks away. Mike had been walking to
school. He would leave at 5:40 a.m., and walk home from work because he did not
want to miss one day.
At a fall inservice for 45 shelter providers on the McKinney Education for Homeless
Children and Youth Amendments, transportation had been identified as a major
barrier to education. As a result, a $400 contract from Mckinney funds had been
established with Denver Public Schools for bus tokens for homeless students, and the
caseworker was referred to the district liaison for assistance. Mike and other
homeless students in need, received bus tokens to address their transportation needs.
Even with Mike's exceptional commitment to his education, he has struggled through
his first semester trying to balance college preparatory courses with track
conditioning and a part-time job. He has now moved out of the shelter, and in with
the family of a new friend. He says that this is temporary because the friend's
parents fight too much. He told me that he considered suicide at one point, but
decided to get his life together if he was to accomplish his goal of a track scholarship
for college. He received all "A's" at the end of his first semester, "except one B
because I was too tired during the final exam".
Colorado currently receives a minimum grant of $50,000 to meet the educational
needs of its homeless children and youth. We are ready to expand our initiatives
with next year's increased Mckinney funding to provide success for all homeless
students.
12
THE COLORADO CHALLENGE
Karen Connell, State Coordinator
(303) 866-6903
Colorado has an estimated 3,000 homeless children and youth. The number of homeless
persons in Colorado has increased by 10% from 1988 to 1990. The largest increases are
in the number of families with children. The number of homeless families rose by 68%;
the number of homeless children by 62%. The staggering increase reflects the economic
crisis facing families in Colorado. Unemployment, inability to pay rent, and moving to seek
work are the three reasons most often cited in 1990 for becoming homeless.
Clearly, the needs of Colorado's homeless children and youth are critical. Education is not
a priority for most families and youth facing life and death issues such as food and shelter.
A state coalition of shelter providers concerned with the education of the children and
youth they serve has met twice, and has identified seven key barriers to address these
needs. The providers are to be commended in seeing that their children enrolled in and
attend school, but they dream that one day they won't have to fight for 1) transportation
to and from school, 2) mental health services for children, 3) physical health screenings,
4) parental involvement in the school, 5) fast track testing for special education, 6)
coordinated services between the shelter and school, and 7) before and after school child
care while shelters are closed.
The 35-50% limitation severely impacts our capability to address these seven barriers. All
of them fall into the "related services" category. School districts report that they, too,
desire more money for related services, as they are capable of providing comparable
educational services within existing programs. At the State level, the Chapter 1
Coordinator and the Homeless Education Coordinator collaborate closely to assist districts
in serving the educational needs of homeless children. But if they can't get to school, what
is the point of funding 50% for tutorial services? Due to a large shortfall in State funding
for schools, district transportation services have been drastically reduced, and even
Kindergarten children now walk if they live less than a mile from school. Although
districts are sympathetic to the special needs of children who move from shelter to shelter
and wish to remain in the same school, there are no additional funds to meet the
transportation needs of these children. In most districts particularly if shelters are outside
the boundaries and transportation to remove barriers becomes more than "comparable" -
transportation is not provided.
Colorado is a minimum award state, and funds the Coordinator position half-time. As the
numbers of homeless families and youth continue to increase, and the economic needs
become more desperate in both school districts and shelters, full funding of the McKinney
Act becomes imperative for Colorado. We will award grants to local school districts for
the first time in 1992, but continued staff training and awareness and the clearly defined
role of the State Coordinator, remain equally important. The ceiling on administrative
costs in minimum states, such as Colorado, limits the effectiveness of coordination in a state
with a serious increase in homelessness.
13
"MORIAH'S STORY"
MORIAH, 12, came to Connecticut this November, after having lived all her life
in New Jersey. She was accustomed to living with her extended family - numerous
aunts, uncles and cousins - in addition to her two sisters, a brother and mother.
School was a positive experience for her since she was in an accelerated program
with many of her friends.
Moriah's family's move to a Connecticut shelter during her sixth grade year brought
about many changes in her life.
Moriah told about her adjustments to living in a shelter. "There's not a lot of
fighting at the shelter, I like that," she explained. The clients take turns cooking
and she said that some of the food is good and some not so good. Bedtime seems to
be an uneasy situation for her. "It's scary," she said. The sleeping area is a
CONNECTICUT
partitioned large space and she explained that many different people are there. In
addition, there are many rules about what time the children have to go to bed - -
regardless of whether or not homework is finished. Moriah described a person she
considers a special worker at the shelter. "He's the only one who plays with the
kids. He does arts and crafts." He also lets her stay up and finish her homework
in the only quiet area - the office space - if he's on duty the evenings she has work
to complete.
The transition to a new school has presented Moriah with challenges, too.
"Everyone has their own friends," she said. At the old school she had friends, but
it's different here. It's harder to fit into these already tight groups. When asked
if there was anything the teachers or staff might do to help alleviate this problem,
she answered, "I don't want to make anybody be my friend."
Fortunately, Moriah is attending school in one of the four districts in Connecticut
which received a grant to provide services to homeless students. The after school
homework/tutorial program that Moriah participates in, meets four days a week
until 4:30. Transportation is provided to the shelter. She enjoys the snacks, the
helpers, and interacting with other children some of whom are not homeless. Her
suggestion for the program's improvement was, "We should be able to say until
5:00!."
Moriah has a thirst for learning - she will be a survivor!
14
THE CONNECTICUT CHALLENGE
Dr. Hillary E. Freedman, Coordinator
(203) 638-4206
The number of homeless children and youth in Connecticut continues to increase. Although
Connecticut has the highest per capita income of any state in the nation, it also contains
two of the country's poorest cities and is in the midst of a severe recession. During 1990-
1991, 4,700 children (ages 5-18) slept in some of the 47 shelters in the state. The homeless
population is not limited to urban centers: urban, suburban, and rural communities have
shelters and as a result a variety of local school districts are attempting to meet the needs
of these homeless children and youth.
This year, for the first time in Connecticut, money was available to local school districts
under the McKinney Act. Four school districts are receiving funds: one urban, one
suburban, and two rural districts. The districts were creative within the constraints of the
grant and designed programs to address the needs of their students. For example,
Moriah's district is providing an after school tutorial program at the school for homeless
and at-risk students; one district is providing tutorial assistance within a shelter; a third
is coordinating services among a large family shelter, the school district, and a
neighborhood service agency, and the fourth is working with high school students to
address their varied career, academic, and social concerns.
Local school districts are continually informed of their responsibilities under the McKinney
Act and the coordinator discusses the needs of homeless children and youth in a variety of
forums. Connecticut will receive an increase in funding which will support more districts
in designing supportive educational programs for their homeless students. The districts are
strongly encouraged to plan their programs in consultation with shelter providers. By
working closely with shelter staff, educators are better able to understand the difficulties
the children face. The elimination of the 35/50% limitation would allow districts to create
programs even more appropriate for their students. In some cases, only transportation is
needed to enable homeless students to participate in already existing academic or sports
programs, or enrichment activities.
15
"CRYSTAL'S STORY"
CRYSTAL, 8, has lived in a temporary living site for nine months with her
parents. She is an only child. The shelter is located in the District of Columbia.
Crystal has expressed that "The shelter is O.K., but I'll be glad when we move so
that I can have my own room and a quiet place to do my homework and play.
Some of the children are nice, and some pick on me. Because I don't have any
brothers or sisters is the reason kids pick on me. I don't have anyone to help me."
Crystal likes school and her teacher. She indicated that her teacher lets her do
DISTRICT OF COLUMBIA
things in the classroom like erase the board and take messages to the office.
Reading is her favorite subject. She states, "You can learn about so many places,
animals and lots of other things. I like spelling and looking up the meaning of
words. Math is hard sometimes. Remembering the multiplication tables is hard for
me. We write stories in class sometimes and I wrote about my family having to
move into the shelter. Both of my parents lost their jobs and they couldn't afford
to pay the rent to stay where we lived. We didn't have anywhere to stay and so we
had to move into the shelter. Some of the children in my class know that I live in
a shelter. Some of them tease me, but most of them don't. I have a lot of friends
and I still get good grades because I always do my homework. My mother and
father help me."
Crystal says of the future: "My mother and father are looking for jobs and when
they get a job and save some money, we are going to move. I will be very happy
when this happens."
When Crystal enrolled in an elementary school, which has a high population of
homeless children, her teachers and classmates were very supportive and sensitive
to her situation.
16
THE DISTRICT OF COLUMBIA CHALLENGE
Beverly Wallace, Coordinator
(202) 576-8606
The mission of the District of Columbia Public Schools, Homeless Children and Youth
Technical Assistance Branch, is to ensure free appropriate educational opportunities to
identified homeless children and youth and to provide technical assistance to schools,
shelters, and communities.
The District of Columbia Public Schools has currently identified over 1,500 homeless
children and youth and is serving over 700 of these students who are of compulsory school
age. The number of identified students has significantly increased since school year 1990-91
and, school districts must continue to provide and expand certain services to this special
population of children.
For Crystal and the more than 1,500 homeless children like her in the District of Columbia,
The Homeless Children and Youth Technical Assistance Branch responds to their "special
educational needs." The Branch provides back-to school supplies, tokens, tutoring, and
other supportive services. In addition, the Branch has developed a data base system to
identify and track homeless children and youth; sponsors Homeless Awareness Week to
bring to the attention of the school system and community at large the needs and issues
related to homelessness; designs special projects; participates in conferences relating to
homeless concerns; initiates research on educating homeless children and youth;
collaborates with key service providers for the homeless; and acts as advocates for the
homeless children and youth as it relates to homeless issues.
With increased funding, the District of Columbia Public Schools will be able to expand
services, initiate new projects, and continue to implement the existing successful programs
to assist homeless children and youth, such as Crystal, to succeed in school and the
community.
17
"VICTOR'S STORY"
VICTOR, 4, came to the Women's Shelter in Duval County, Florida, with his
mother and younger brother. His father had beaten and threatened to harm his
mother. Victor witnessed the abuse and they went to the shelter to be safe. Victor
was in the pre-k emotionally handicapped class and had been uprooted from his
school.
During the 1991-92 school year, the Duval County School District began
implementation of PROJECT ACCESS. The project received funding through a
grant from the Florida Department of Education provided by the Stewart B.
McKinney Homeless Assistance act. Services provided to homeless students under
PROJECT ACCESS includes case management by a school social worker liaison who
acts as a link between schools, shelters, and social service agencies. The project also
provides after-school tutoring, a student tracking system, special transportation
services, outreach to parents in shelters, student health and academic screenings,
FLORIDA
and adequate school supplies. Through OPERATION BACK PACK, homeless
children receive a back pack filled with appropriate school supplies. In addition,
the project enhances the education of children ages 3 and 4 by making referrals to
Pre-K Early Childhood Intervention and Headstart.
Victor was placed in a children's group at the shelter. He was provided with a
support group, play activities, and individual attention. A school tutor was provided
for the shelter and Victor was educationally enhanced through the program. The
tutor became a positive male role model for Victor and he had parent conferences
with Victor's mother.
A good start is crucial for homeless students if they are to have an opportunity to
be successful in school. The outlook for Victor is good but only with continuing
support, encouragement, and a stabilized environment. Success stories like this one
can be shared only when funds are available for local schools to address the
identified needs of each homeless student.
18
"THE FLORIDA CHALLENGE"
Vessie Felton-Joseph, Coordinator
(904) 487-8538
Florida has an estimated 4,160 school-age children who experienced homelessness last
year. Of that number, 176 were reported as not attending school. Florida's goal is
to identify all homeless children and youth and provide them with an appropriate
educational plan. This plan will significantly reduce gaps and deficiencies and stabilize
their lives in the school environment. The success of the plan depends on coordination
between the state education agency, local school districts, and social service agencies.
Local education agencies have made tremendous progress in identifying school board
policies and procedures which may create barriers for homeless students in accessing
educational programs. The agencies are identifying, assessing and addressing the needs of
these students and are also providing awareness and training activities for the schools.
A contact person has been identified in each school district to coordinate the services for
each homeless child or youth. During the 1991-92 school year, Florida awarded grants to
four of the sixty-seven schools districts. Each grant offers daily after-school tutoring for
school-age children who are homeless. Duval county also provides services for 3 and 4 year
olds. These programs are operated in shelters or elementary schools near the shelters.
These grants are funded by the McKinney Act, which is administered and monitored by
the state coordinator.
Victor received the individual attention he needed because of funds provided to Duval
County; however, many homeless children are not as fortunate as Victor because homeless
education programs are not available statewide.
Although Florida is please to receive the increased funding to our state allocation, the
35/50% spending requirements for the two categories of activities (primary and related)
placed unnecessary constraints upon local school districts. These constraints will not allow
local schools to use the funds to best meet the identified needs of its students. Some
modifications in the spending requirements may be necessary in order to better serve
homeless students.
19
"DAVID'S STORY"
DAVID, a young man who was in the ninth grade, was referred to his counselor
because he had been sleeping in class. Following a referral to the SUCCESS
Program, the case manager learned that his family of nine had been sleeping in their
car for several weeks during an extremely hot period in August. The family had
previously lead a migrant lifestyle-moving frequently depending on where the father
could find work. Six months was the longest period of time they had spent in any
one place. The case manager worked with Broadlawns Homeless Outreach Project
and the Coalition for the Homeless, initially to identify temporary shelter and then
to locate permanent housing. Temporary housing was provided at St. Joseph's
shelter and eventually a permanent home was located.
One year later, the family is still in Des Moines, both parents are working towards
their GEDs, the father is employed, two younger children are in Head Start, health
needs have been met through Clark Street House of Mercy and the Des Moines
Health Center, and the high school student is working through New Horizons and
has been evaluated and placed in an educational program appropriate for his needs.
He is looking forward to a pizza party for him and his friends that he will earn if
his grades are A's and B's for the first semester. His friends are being very
IO WA
supportive of his academic success. One year ago, this young man was isolated from
peers, resisted eye contact, and had long hair which hid him from the world.
Today, he has friends, will make eye contact with you in the halls, and is not afraid
to show the world his smiling face. The family continues to need the support of
their case manger. As basic needs have been met, they have begun to confront other
issues which are more complicated to address.
The SUCCESS Program is a collaboration of United Way of Central Iowa, Inc.,
Community Focus, private contributors, human service agencies, the State
Department of Education, and the Des Moines Public Schools offering needed
human services in the areas of health, mental health, employment, counseling/case
management and substance abuse.
The SUCCESS Program is one of four model programs being demonstrated in four
different communities (Des Moines, Dubuque, Marshalltown, and South Tama)
under a statewide initiative entitled "School Based Youth Services Program"
(SBYSP). SBYSP is supported via state legislation (H.F. 535) and guidelines. The
intent of the SBYSP is to link agencies with schools to improve access to services and
to improve student performance.
20
THE IOWA CHALLENGE
Dr. Ray Morley, Coordinator
(515) 281-5313
Iowa has an estimated 8,405 homeless children. Of that number, 6,411 homeless children
were of school-age. Iowa presently has a State plan to serve homeless children and youth
to the best extent possible within the public schools. The total federal appropriation is now
being used to support field-based initiatives to improve services. However, Section
723(b)(1), Title VI-B of the Homeless Assistance Act restricts local education agencies in
how they can address the needs of the homeless. There is a 50 percent required use for
tutorial and remedial educational services.
Some assistance in lifting this requirement is needed to give Iowa more flexibility to address
specific needs in specific schools. In many districts transportation represents the only
primary barrier. However, 50 per cent of the total grant can be used to defray the cost of
transportation only after 50 per cent has been used to address the tutorial needs of
homeless students. This requirement assumes that tutorial assistance is the primary need
of all homeless students and that this need cannot be addressed using other resources.
Iowa's Statewide Advisory Committee for the Education of Homeless Children and Youth
supports the House appropriation level of $37 million. Support that can be provided to
reach this goal is greatly needed to increase our potential in providing services for in-school
and out-of-school youth.
21
"POLISHA, BRANDAN AND BRANDI'S STORY"
POLISHA, BRANDAN, BRANDI, and their mother found shelter at the
Women's Transitional Care services, a domestic violence refuge in Lawrence,
Kansas. Their mother had been unable to get a job in Lawrence or Kansas City,
find affordable housing, and balance taking care of her children.
Day-care was a frequent problem so she often relied on Polisha, 12, to stay at the
shelter and babysit her two younger siblings, Brandan and Brandi, five-year-old
twins. Polisha had often stayed home to babysit, even before they arrived at the
shelter. All three children had missed a great deal of school. Compounding their
situation was the trauma of domestic violence and substance abuse.
The shelter helped the family members to stabilize their living conditions. Mom
secured employment and they awaited subsidized housing. With less than a week
of school remaining before summer vacation, the children were enrolled in the "Sum
Fun" project at the Boys and Girls Club.
The "Sum Fun" project is the result of the partnership between the Lawrence Public
KANSAS
Schools' Homeless Education Project and the Boys and Girls Club, a community-
based organization that provides education, food, health, and recreation services to
approximately 100 children a day during the summer months. Ninety-five percent
of the Boys and Girls Club children are considered at risk of failure in school. Most
of them attend New York School or East Heights School during the school year. At
East Heights, approximately 98 percent of the children are on free or reduced
lunches. New York has a similar profile. In addition, many of the children that
come to the Boys and Girls Club are or have been homeless.
During the children's initial screening to participate in the "Sum Fun" project, staff
were able to determine that Polisha had a history of aggressive behavior with her
peers and had developed a distrust and fear of people in positions of authority. The
twins were withdrawn and had attention span deficits, unable to complete simple
tasks. At the twin's early age, their circumstances, abilities, and experiences at
school would predetermine their possible failure in the traditional school setting.
It was hoped that the "Sum Fun" project-with its accelerated learning system,
multicultural approach, and extensive provision of support services-would be a
positive turning point for the children.
22
THE KANSAS CHALLENGE
Sandy Suttle, Coordinator
(913) 296-6066
Polisha, Brandi, and Brandan attended the Lawrence "Sum Fun" project five days a week.
By the end of the summer, Polisha was no longer getting into fights and, in fact, has
progressed to the coveted position of Supervising Store Manager for the Giving Tree, the
project's weekly simulated consumer experience that focused on sales and purchasing.
Polisha attends South Junior High this year and has "improved significantly" in all aspects
of her school experience, according to one of her teachers. South Junior High continues
to offer Polisha accelerated study opportunities through the school's in-school program for
at-risk youth.
Brandi and Brandan are enrolled at New York Elementary School. Both are progressing
at grade level and in Brandan's case above grade level. They are outgoing and happy, as
eager to learn in the regular school setting as they were at Boys and Girls Club by the end
of the summer. Their teacher reports. "They are eager because they 'CAN' and know it!"
Their continued success is enhanced by the school's Chapter I teachers.
The family finally moved into their new three bedroom home at Edgewood, the local
housing project. Mom and the children dream of taking a trip to Africa someday. In the
meantime, they are exploring their history in the many books that tell about the rich,
beautiful culture of African-American people.
A $3,000 mini-grant, which was received by the Lawrence Public Schools through the
Stewart B. McKinney Homeless Assistance Amendments Act (P.L. 101-645), enabled the
"Sum Fun" project to serve an additional 40 homeless children and youth last summer.
The Kansas State Board of education estimated that more than 6,000 children and youth
experienced homelessness in our state last year. Many of these children were not able to
benefit from the opportunities provided by the "Sum Fun" program. Kansas is a minimal
funded state. We received $50,000 for fiscal year 1991 and in fiscal year 1992 we will
receive $160,000. Although the increase, made possible through the McKinney Act
Amendments, is $110,000 more, Kansas will not be able to address the "special" needs of
all its more than, 6,000 homeless school-age children and youth-inflation and the growing
numbers of homeless students will result in a small growth in services.
23
"ASHLEY'S STORY"
ASHLEY, 8, is a cheerful, bright, and conscientious child whose brown eyes tell
a story of homelessness and poverty. Ashley's family was forced to move out of
their apartment in Cincinnati so that the landlord could upscale renovations.
Ashley's family moved in with relatives, but when the landlord found that there
were additional people in the apartment, he told the family to leave or face eviction
proceedings for everyone. Ashley's family came to Welcome House Homeless
Shelter in Covington, Kentucky. Persons seeking food, warmth, and security pay
no attention to the boundaries created by a river, or county and state lines.
Welcome House, in Northern Kentucky, frequently accepts women and children
from Cincinnati when all shelters there are full.
During the first few days of Ashley's shelter stay, she was late for school. Early
each morning her mother struggled to get Ashley's sister on the shelter day-care van
and juggled bus tickets for Northern Kentucky public transportation, coins for the
transfer to the Cincinnati public transportation, bus tokens for the return, and a
KENTUCKY
couple of bus schedules - - but try as they may, Ashley was still tardy for school.
When her concerned teacher asked Ashley about her sudden tardiness, Ashley
explained, "We're living in Kentucky now." That night Asley returned to the
shelter in tears because the teacher said that if Ashley lived in Kentucky, she could
no longer attend the Montessori School along with her friends and cousins.
Welcome House's McKinney Child Advocate intervened scheduling a meeting
between the teacher and Ashley's mother and working out an understanding between
the school and the family for Ashley to continue to go to the same school during her
temporary stay in the Kentucky Shelter. Ashley and her mother promised to work
hard to ensure that Ashley arrived at school on time. Ashley's mother also agreed
to contact the teacher to report any changes in residence, and to discuss Ashley's
progress in school.
For the next several weeks, Ashley enjoyed the after-school events in the Study and
Activity Room at the shelter.
Today, the family is settled in their new apartment within the Cincinnati Public
School District. Her teacher hopes that she will "stay here a long, long time." And,
hopefully, in the spirit of the McKinney Act, the boundaries created for the
functioning of cities, states, and other jurisdictions will not continue to effect the
free, appropriate (and uninterrupted) education of our homeless children.
24
THE KENTUCKY CHALLENGE
Laura Graham, Coordinator
(502) 564-6720
Kentucky has an estimated homeless population of 42,000. Of that number, there are
approximately 5,000 identified homeless children and youth. School officials and homeless
service providers reported that to the best of their knowledge 100 homeless children and
youth were not attending school. Reasons for these children not attending school are
varied, and there are greater concerns than education for those who are living on the
streets or in a car.
The McKinney Act provides funding for the distribution of grants to local educational
agencies to address the needs of homeless children and youth. However, the McKinney Act
grants have a 35-50% limitation: 50% of the grant must be spent for tutorial, remedial or
supplemental educational services and not less than 35% of the grant may be spent for
supplemental/related services. This limitation has become a barrier to many local school
districts which prefer an advocacy model program.
In 1990, the eyes of the nation were upon Kentucky as the state redesigned its entire
educational system. With the Kentucky Education Reform Act (KERA), children of the
poor and children of the wealthy must be given the same opportunity and access to an
adequate education. The development of innovative programs include the creation of
Family Resource and Youth Services Centers, Extended School Services, and Preschool
Programs. The educational needs of homeless students are being met through KERA;
however, there is a growing need for supplemental support programs including
transportation, nutrition, before-and after-school care, and health care.
The funding limits currently outlined in the federal legislation do not allow supplemental
support services beyond a 50% limit. Local educational agencies should have the flexibility
to develop programs that address the needs of homeless children and youth attending school
in their district. Limitations such as the 35-50% limitation should be removed so that the
needs of homeless children and youth may be met. When we take a step forward on behalf
of these children, let's not take two steps back by placing unnecessary restrictions on the
funds.
25
"ALLISON'S STORY"
ALLISON, 10, resides with her mother in a shelter in a northern Maine city.
Allison, attends school in her home town which is eighteen country miles from the
shelter. Allison and her mother left their family home in February due to the
father's abuse.
School officials in Allison's home town, a very rural and closed community, are
quietly protecting Allison while she is at school. Allison's mother provides the daily
transportation to and from school for Allison: to assure her regular attendance and
out of fear that Allison's father may take the child.
Allison's mother is reestablishing herself through counseling and she is seeking
employment training. The parent's decision to keep Allison at her home school was
advocated by the school counselor to assure that Allison could finish the school year
where she has been supported and nurtured by her friends and her teachers. This
choice is protected by the McKinney provisions and Maine's regulations for homeless
children. The transportation of Allison to school from outside the district, by her
MAINE
mother, assures her success in staying in school. The district may apply for special
funds from the Department of Education to assist the mother with her
transportation costs under provisions outlined in Maine's State Plan.
It is important to note that school officials in Allison's home town followed the
guidelines of the McKinney Act and Maine's State Plan to assure that Allison was
able to continue her schooling without interruption. Allison is viewed by her peers
and her teachers without the stigma of being "homeless."
26
THE MAINE CHALLENGE
Frank Antonucci, Jr., Coordinator
(207) 289-5110
Allison's story is a somewhat simplistic representation of the need for state education
agencies to have flexibility in awarding grants to schools. The McKinney Act provisions
which require at least 50% of grants be used for primary services must be reconsidered.
The assumption that education services (tutoring, remedial or other education services) will
meet the primary needs of homeless children is faulty and fails to allow school officals to
use grants in the best interest of the child. The compelling need for the student to be able
to fully participate in school without stigmatization or isolation may be contradicted by
forcing schools to use grant funds for primary services, which may require separation of
homeless children from regular classrooms for tutoring or remediation.
Allison's situation, as a member of a homeless family, is representative of many of our
homeless children in Maine. As a rural state, our homeless families and our homeless
children move to our major cities to find needed services, shelter and employment. Too
often, the children in these families may be left behind with friends or relatives while the
homeless parent struggles to make a new life. Older children frequently venture out on
their own on city streets, with friends, and find irregular living arrangements that place
them at risk. To these children and youth, the primary service needs are not tutoring and
remedial services. Schools need to reach out to these youth by providing qualified
counseling and evaluation service to help them rebuild their lives. Flexible transportation
to school must be provided to assure that the student can fully participate in school
programs. Special funds for meeting non-education services and other needs should be
regarded as primary services, as they are not defined in the McKinney Act Section 723 (b)
(2).
27
"DAISY'S STORY"
DAISY, 9, has lived in the Greentree Shelter, part of the Baptist Home for
children, for twelve months with her mother, brother, and sister. The shelter is in
Montgomery County, Maryland, just outside of Washington, D.C. Her father is
staying with relatives. Both parents came from Cuba, as part of the Mariel Boat
lift.
"I don't know where I want to live-safe place. [The shelter is] not bad and not
good. Not bad is 'cause of the people. They take us fun places. Once they took us
to King's Dominion and the zoo. What's very bad is the food. We have soup over
and over. There's a lot of fighting here. Math is hard for me. Spelling is easy and
hard. It's kind of easy because my teacher gives me easy words. "Cause we are the
purple group, the lower group. I like the red group 'cause they get better words.
Like "happy." "Sad," that's a purple word. The red group gets compound words,
like "something," "anything." I'll never be in the BBQ group. I'll never pass that.
I could tell everybody in the whole school [that I live in the shelter] and I don't
really care, cause I'm not really different than them. I can still write, read, go to
school, and learn. I'm not so different from them. I get shy. When I was in third
grade, my teacher made me stand in front of the classroom and tell where I lived."
MARYLAND
For Daisy and the more than 4,000 homeless children like her, state and local
initiatives have evolved in response to their "special" educational needs. When Daisy
enrolled in her new school, she was greeted with a "Welcome Packet"- a backpack
filled with school supplies and toiletry items. These items were made available
through the annual Statewide School Days Drive. In addition to receiving the school
supplies, Daisy was assigned a "buddy". Daisy's buddy had the responsibility of
helping her feel welcome in her new school. Daisy's new teacher even mailed her
a special letter to the shelter. It was a personal way to say "we're glad you're
coming to our school."
Daisy's need for a little assistance in mathematics and spelling was addressed
through the Helping Hands Project, an after school tutorial and homework
assistance program located at the shelter. Teachers from Daisy's school district and
volunteers in the community visit the shelter one hour a day, Monday through
Thursday, to provide tutoring and homework assistance, to conduct reading and
sharing sessions, and to plan and implement cultural enrichment activities for the
children.
Daisy's need for her teachers and peers to understand what it means to be homeless
was addressed in the annual "Students Helping Students" conference and the Spring
Conference for educators, parents, advocates, and shelter providers. Each year, the
Maryland State Department of Education sponsors the two conferences to heighten
awareness and sensitivity, and to help build and strengthen the partnerships between
the shelters and the schools.
Increased funding to states has made it possible to provide grants to local school
districts to expand the Helping Hands Project to include additional shelters, and to
implement other initiatives that will help children like Daisy experience success in
school.
28
THE MARYLAND CHALLENGE
Peggy Jackson-Jobe, Coordinator
(410) 333-2445
Maryland has an estimated 7,000 homeless children. Of that number, 4,029 homeless
children were of school-age (6-16 yrs.) For school year 1990-91, 591 students or 16% of our
homeless children were documented as not attending school. This is a significant decrease
in the 844 children reported for non-attendance in school year 1989-90 and 1,240 reported
in school year 1988-89.
Local school systems are to be commended for their efforts to review and revise policies and
procedures to ensure the immediate enrollment of Maryland's homeless students. However,
while the numbers of homeless children not attending school has consistently declined, the
reason for non-attendance has remained constant. The lack of transportation back to the
school of origin is always cited. For students like Daisy, who attend the school in the
attendance area of the shelter, comparable transportation services are provided. But for
homeless students who may need transportation back to the school of origin, transportation
is not always available. Transportation in this instance is not considered comparable. Due
to the lack of transportation, these children choose to transfer to the school in the
attendance area of the shelter. For many of our homeless children and youth, this is their
fifth or sixth school in the course of a year.
The McKinney Act provides funding for the distribution of local grants to address the needs
of homeless children. The Mckinney Act also has a 35/50% limitation: 50% of the total
grant must be spent for tutorial or remedial services and not less than 35% of the total
grant may be spent for other related services. Unfortunately, this limitation has become
a barrier to addressing the needs of Maryland's homeless students. The 35/50% limitation
makes no provisions for the diversity of need among students and the availability of
resources to meet those needs in the different school districts.
In Maryland, children who reside in motels for 1-2 weeks and youth shelters for 1-10 days
need transportation back to the school of origin. These are the children who are being
reported as not attending school. However, provisions in the law will not allow a local
school district to use 100% of the grant award for transportation, even if the local school
district can ensure that the tutorial needs of the homeless children are being addressed
through other programs in the school. Additionally, the role of the state coordinator and
the technical assistance that the coordinator has provided to local school districts in
assessing and addressing their needs to ensure full compliance with the Stewart B.
McKinney Act is not being considered. It is the intent of the law to ensure that McKinney
Act funds are being used to address the needs of homeless children. And, it is the role of
the coordinator to ensure that that intent is fulfilled.
29
"DANIEL'S STORY"
DANIEL, is currently in the second grade in a Boston elementary school. At the
beginning of his first grade year, he became homeless at the time his parents
separated due to alcohol abuse and the resulting physical abuse to him and his
mother. Between September and December, he and his mother moved six times.
The first four locations were in doubled up, overcrowded situations in the homes of
friends. Each of these arrangements lasted up to several weeks before Daniel, his
mother, and brother had to move again.
After the first three moves and several months into the school year, Daniel began
to experience asthma attacks. When this first occurred, the school nurse called
Daniel's mother. However, the family had moved frequently without updating the
school's emergency information card, and it was hours before she could be located.
When questioned later about her neglecting to provide the school with the
information, Daniel's mother expressed her fear that, because the family was not
MASSACHUSETTS
currently residing in the original school's attendance zone, the authorities might try
to transfer Daniel to a new school.
Fortunately, the school nurse had recently read the Boston Public School System's
"Deputy Superintendent's Administrative Memorandum" directing its 8300 personnel
to be particularly sensitive to the unique needs and rights of homeless students.
Developed jointly with the Massachusetts Department of Education's McKinney-
funded staff, the circular served as a city-wide staff training document to explain the
rights guaranteed by Subtitle VII-B of the Homeless Assistance Act. The
"Administrative Memorandum" states in part.
"This growing population may be at risk due to the transitional nature
and status of their lives. For children and adolescents, school
represents stability and consistency in what otherwise is often an
experience in chaos."
The nurse was able to reassure the parent that the family would retain the right to
choose whether Daniel would stay enrolled in the original school or move to a new
one. She was also assured that he would retain the right to be transported back to
the original school by the Boston Public Schools. This newly implemented effort,
recently undertaken by the unit responsible for transporting Boston's highly mobile
population of 60,000 students, has demonstrated the high level of commitment of the
school administration to support Boston's homeless youth.
Unfortunately for Daniel, the supply of family friends who were capable of
providing temporary shelter became exhausted and the family of three was relocated
to a shelter in Boston's South End. A month later they were transferred to yet
another shelter. Despite all of these moves, however, Daniel was able to remain in
his original school and benefit from the stable educational and social environment
that this continuity provided. The McKinney Homeless Assistance initiatives gave
the Boston School Administration the ability to make it happen.
30
THE MASSACHUSETTS CHALLENGE
Leedia Macomber, Coordinator
(617) 770-7493
Fortunately for Daniel, his family found space in a shelter located in the same
community as his school of origin. When the shelters in Boston are filled, as
frequently happens, the Department of Public Welfare places families in the nearest
available welfare hotels. No family welfare hotels are located in Boston. While most
are located within a ten-mile radius, some are as far away as 40 miles.
Currently there are over 100 Boston children and youth who have been displaced
into suburban hotels. Even for those living just beyond the city boundary, however,
no funds are available for transportation back to the school of origin. While most
of the elementary students are picked up through the local school system, "hanging
out" at the motel has become a way of life for many of the teen-aged youth.
Until July of 1991, the Department of Public Welfare provided clients with school
travel vouchers from state Emergency Assistance funds. When these funds were cut
from the state budget, most families living in shelters throughout Massachusetts
found it extremely difficult to provide for the expense of transporting children back
to their previous schools.
Currently the three McKinney grants awarded to Massachusetts schools total
$69,000. These programs are located in Salisbury, Worcester, and Springfield.
While additional grants will be awarded in the 1992-93 school year, the federal
guidelines require that 50% of the funds awarded to each community must be spent
on tutorial or remedial services, while no less than 35% nor more than 50% can be
spent on supportive services such as transportation.
The problem is that only a small number of communities, those with the largest
numbers of homeless children will be the recipients of these grants. For all of the
other cities and towns, who may indeed already have appropriate tutorial services
in place, the funds for transporting students back to the stabilizing influence of the
original school will not be available.
The solution is to remove the restrictive language on the use of the McKinney
transportation funds so that:
1.
either the State Education Agency (SEA) will maintain a pool
of the Mckinney Funding for transporting homeless students
back to their original school until the end of the school year;
or
2.
the McKinney language would be amended to allow local
education agencies to apply for grant funds solely for
transportation if that was their primary or only need.
31
"REBECCA'S STORY"
REBECCA, 8, her mother, and two younger brothers are staying at the 410
Family Shelter. Over 2500 children (not including parents) pass through this
Minneapolis emergency shelter each year. Rebecca and her family find themselves
here after fleeing a very abusive situation in Northern Minnesota.
Even though they are 300 miles from their old home, Rebecca says she is still
scared. Rebecca can't wait until her Mom can find a safe place to live. Being from
Northern Minnesota, Rebecca is used to playing outside. Lately, she finds herself
indoors because she's frightened about living in downtown Minneapolis. There's a
park across the street but shelter advocates warn families not to use it because of the
high drug traffic in the area.
Rebecca says that their single room feels awfully crowded. Her mom has pulled out
a dresser drawer to use as a crib for her baby brother. The food at the shelter is
pretty good and there seems to be plenty to do. Rebecca's infant and toddler
MINNESOTA
brothers are in a temporary Head Start program. Each morning, Rebecca goes to
a Learning Center, located at the shelter, for tutoring and activities. Also,
Rebecca's mom is pleased because her daughter is already attending an afternoon
regular school program. This has made it much easier for Rebecca's mom to find
a job and locate housing.
Rebecca likes having school work to do. She received a couple of new books to keep
since she didn't have a chance to grab any when she left home so suddenly. The
school social worker, Learning Center and shelter personnel met with Rebecca and
her family to assist them with clothing, school needs, and other needs. Medical and
dental assistance were also offered.
In 1988, there was little assistance offered to children like Rebecca. Because of the
Federal McKinney Act, more public and private resources are available for our
homeless. The Education of Homeless Children and Youth Program has helped with
the development and coordination of these resources. The challenge today is to help
all of the "Rebeccas" succeed in school and have a safe place to live and play.
32
THE MINNESOTA CHALLENGE
Barbara Yates, Coordinator
Tom Gray, Education Specialist
(612) 296-4322
Minnesota has an estimated 15,000 homeless children (ages 3-18). Of that number, 11,877
children were of school age (5-18). In the 1989 Wilder Research Center's "Twin City
Survey of Emergency Shelter Residents," approximately 31 percent of homeless children
were not attending school. In the 1991 survey approximately 11 percent are not currently
attending school. This is a significant improvement and it is due to the efforts put forth
by the Minnesota Department of Education, local school districts, and Homeless Advocates.
Local school districts have reviewed and revised their policies to enroll homeless students
in their schools. While the number of homeless students enrolled and attending school has
increased, there are still many barriers which prevent a large number of others from
attending. The major barrier is still transportation. The average homeless child attends
four different schools within a year. For children whose families move across school
district or zone lines, there is little hope of remaining in their school of origin. Perhaps this
barrier is the main contributor to 40% of homeless children being a year behind their peers
in school.
This is the first year that Minnesota has received more than the $50,000 minimum
allotment for homeless students. Minnesota received $72,000 to deal with the education of
homeless students statewide (15,000 children). The Minnesota Department of Education
awarded two small grants totaling $35,000. The two school districts awarded were very
grateful but burdened in complying with the 35/50% limitation for such a small amount of
money. Transportation was the number one need for both districts. Because of the
McKinney 35/50% funding limitation, less than half of this small amount could be used to
remove the transportation barrier for these needy students.
In Minnesota, there are 435 school districts to assist in the development and implementation
of policies to ensure equal access and comparable services for homeless children and youth.
There are at least 15,000 children and youth who will be homeless in Minnesota this year.
It is the role of the State Coordinator to ensure full compliance with the Law. Minnesota
will receive $281,000 next year to deal with all the homeless children statewide. Only
$50,000 can be used to provide technical assistance to 435 school districts and all of the
other agencies, advocates, and partners statewide. Barriers like the 35/50% limitation will
have to be overcome. Our challenge is how to ensure that the needs of homeless students
are met within the defined limitation of the law.
33
"KRYSTAL'S STORY"
KRYSTAL, 6, is living in a motel in Carson City, Nevada, less than two blocks
from the Capitol building and the Governor's office. Krystal lives in the motel with
her brother, single working mother, and another single parent family of three to
keep the cost of rent down (the mother does not want to move into the local shelter;
she has too much pride). The motel does not permit children SO the kids stay inside
before and after school.
Krystal's tongue is attached to the floor of her mouth and she speaks with a speech
impediment. A speech pathologist interviewed Krystal and was determined to do
something about her intolerable living and health conditions. Almost single-
handedly, she approached the local PTA chapter to establish a housing trust fund
to accrue the deposits necessary for the two families to move into permanent shelter.
She also arranged for a doctor to evaluate Krystal's medical condition. The doctor
determined an operation was not necessary at this time. Krystal will continue to
work with the speech pathologist to learn to speak freely and clearly and will be
reevaluated at the end of the school year (at no charge).
NEVADA
The speech pathologist went the extra distance because she could not live with the
knowledge that these families were suffering to this extent in the shadow of the
state's Capitol. The state coordinator's office worked closely with the speech
pathologist to provide assistance through the maze of bureaucracy as she tried to
meet the needs of this family. It was only after exhausting all avenues of possible
support (lack of transportation, income just above the poverty guideline, etc.), that
the trust fund was established.
Carson City is a rural town of 35,000 people. Most Nevadans assume there are no
homeless families living in the state Capitol. This perception will only change when
the speech pathologist--and dozens like her who work on behalf of homeless youth
in schools throughout the state--are given financial and community support. This
requires leadership that can come from Congress. A vision of a better tomorrow for
all families is a message that can and should be portrayed by our elected officials.
Rhetoric, the kind that permits these families to live in substandard housing, will no
longer suffice.
34
THE NEVADA CHALLENGE
Shaun Griffin, Coordinator
(702) 847-9311
Krystal is one of the lucky ones. She met a caring professional and as a result, her family
may move out of the motel in which they are living. But what of the other 14 rural school
districts in Nevada? Who will help the Krystals that live in those small towns?
In 1990-91, the state coordinator's office awarded pilot project grants to schools and non-
profit agencies in the state's two largest counties--Clark County in the south (Las Vegas
area) and Washoe County in the north (Reno area). Clearly the numbers of homeless youth
in these two communities--over 1,081--warrant the excellent education and social support
programs that are taking place today. As of March 15, 1992, over 738 homeless youth have
been enrolled in schools or given direct assistance in these two districts as a result of these
projects. These pilot intervention programs are completing their second year of operation--
with funding from private or school district sources. This is a very positive step toward
long-term intervention.
Yet, Nevada has 17 school districts; only the two mentioned above received pilot project
funds to work specifically with homeless youth. What's more, virtually no academic
tutoring or personal counseling will be available to homeless youth before or after school
in the rural areas which make up the balance of the state--15 school districts. Even in Las
Vegas, the nation's 14th largest school district ( presently serving over 130,000 students),
only a fraction of the homeless youth are in after-school intervention programs.
There can be no other way to say it: there are simply not enough funds to provide basic
educational and counseling services to these youth.
There are approximately 1,277 school-age homeless youth in Nevada; 102 of these youth are
not in school. Nevada is a minimum allotment state due to its small population (1,200,000)
and the funding formula which is based on the numbers of students enrolled in Chapter 1
programs. Nevada receives $50,000 annually to educate its homeless youth. Had the State
Homeless Youth Education Office not made a conscious decision to award pilot grants in
its third year, there would be no pilot programs for these youth today. Nearly all of the
state's third year funds--$40,000-- were set aside to provide special assistance to these
youth. However, there are simply not enough funds to coordinate a statewide office, train
school advocates, count homeless youth, and fund pilot projects. The McKinney Act must
be fully funded to break the cycles of illiteracy and social alienation faced by these youth.
We can no longer afford to hope this problem will go away. Adequate dollars must be
committed to the youth of tomorrow who did not ask to be homeless. Their voices are
silenced by poverty and our slow response to speak out on their behalf.
35
"TIMMY AND BILLY'S STORY"
TIMMY and BILLY are elementary school students who live with their mother
and sister in a domestic-violence shelter in a small New Hampshire city. Their
mother took them to the shelter in the middle of the night because it was no longer
safe to remain in their home.
The day after they arrived at the shelter, the mother called the Office of the
Superintendent of Schools. An appointment was made for the mother to go to the
school and supply needed information. And, the next day, Timmy and Billy were
enrolled in school.
Timmy's and Billy's needs were carefully assessed by the school. The
superintendent's office made the request for records from the previous school - so
NEW HAMPSHIRE
the family's residence could not be traced through school transfer. Copies of the
restraining order were requested -- so that this information could be shared by those
who would need it to protect the children. And transportation was arranged for
them.
The community was involved through a local committee of educators and social
service providers that had been formed, following a state conference on the
education of homeless children and youth. Through the efforts of the committee,
Timmy and Billy received a new book bag, pencils, and papers - these supplies were
provided by Kiwanis. Money was donated by a neighborhood synagogue to provide
the boys with snacks. School principals worked with classroom teachers to help in
other ways.
The school helped to alleviate the trauma experienced by these children by absorbing
them into its life. School is a happy place for Timmy and Billy. And, once they
were convinced that their mother was safe, they quickly adapted to their new and
welcome routine.
Federal funding to New Hampshire makes it possible to disseminate information that
helps to increase awareness about homeless children and youth. It provides
information that encourages educators and social service groups to work individually
and collectively to meet the needs of other children like Timmy and Billy. Critical
needs that, otherwise, might not even be addressed.
36
THE NEW HAMPSHIRE CHALLENGE
Dorothy Schroepfer
(603) 271-2717
In 1991, more than 1,300 children were housed in shelters in New Hampshire. Schools
identified 123 homeless high school students on October 1, 1991. And annual figures from
a statewide hotline reported more than 1,500 homeless children were represented in calls
to their office. Clearly, the issues of homeless children and youth and their educational
needs are relevant to New Hampshire.
The good news in New Hampshire, as reported in a study done by the University of New
Hampshire for the Department of Education, Education of Homeless Children and Youth,
is: "School entrance requirements for records, including academic records and reports of
immunization and physical exams, were generally not a problem in getting the homeless
children enrolled in school. This appears to be the case because the school personnel would
not let it be a problem."
Furthermore, at least half of the homeless students interviewed in the study were receiving
medium to high grades. So it appears that our students are enrolled in school and receiving
appropriate academic instruction.
Challenges remain, however. Calls about homeless children, made to the New Hampshire
Department of Education, most often relate to two very basic needs: housing and
transportation. School staff -- principals, counselors, and teachers -- spend significant time
resolving housing issues. Housing is, and will continue to be, a time-consuming problem.
Transportation becomes an issue when funds are needed to transport the child to the school
or school district in which the child last resided. As things now stand, returning a child
to his or her school of last residence by school bus could mean an hour's wait on a sparsely
populated country road or having to take four buses. Of course, parents who have cars
can sometimes drive their children to their school of last residence. Sometimes shelter
providers are able to assist in arranging transportation. But more help is needed.
By eliminating the requirement that 50 percent of grants to local education agencies be
spent on activities such as tutoring, remedial education, or other related educational
services, funding could be available to provide for the more pressing needs of
transportation or other services that the school may identify for particular homeless
students.
37
"PAULA'S STORY"
PAULA, 8, lives with her mother and younger sister at Amandla Crossing, a
transitional housing facility which provides homeless families with up to one year of
temporary residence and support services in order to achieve self sufficiency and
permanent housing. The family became homeless when Paula's father, after years
of physically and verbally abusing Paula's mother, abandoned the family. Left with
few supports and no financial resources, the family was evicted from their
apartment. For the next year, Paula, her mom, and little sister moved from relative
to relative. This movement resulted in Paula entering and leaving numerous school
systems. The family's constant movement has caused Paula to act out, to relate
poorly with others and to fall behind academically. Presently, Paula is well below
grade level and has difficulty concentrating on her school work.
To ensure continuity of her educational program as mandated in New Jersey's
amended residency law for homeless students, Paula is being transported back to her
NEW JERSEY
original school which is located in the next town. This school offers a Chapter 1
after school program to students who do not meet minimal levels of proficiency in
either reading, writing or math. While Paula could really benefit from participating
in the program, there is no available transportation back to the shelter.
For Paula and the many homeless students like her, access to existing services is
impaired due to a lack of transportation. In Paula's case, an after-school tutorial
and remedial program exists at the school but after school transportation to points
outside the district is not offered. It seems unlikely, given her present
circumstances, that Paula will be able to make the academic gains necessary to be
successful in school.
38
THE NEW JERSEY CHALLENGE
Dalia Georgedes, Coordinator
(609) 292-8390
By recent estimate, Paula is one of 29,527 homeless children in New Jersey. Of the nearly
six hundred school districts in the state, approximately 98% offer tutoring and remedial
education services to their students through the federal Chapter 1 program. In a recent
survey of each district's homeless education liaison, compensatory education is identified
as the greatest need exhibited by homeless students. Also reported as a growing need by
districts is the need for supplemental support programs offering recreation, enrichment,
transportation, nutrition, counseling, preschool, before-and after-school care, health
counseling, etc. Only a small number of such supplemental programs exist for homeless
students.
The Newark Public School District, awarded a grant through McKinney Act funds, offers
supplemental services in addition to tutoring. In Project Homestead, homeless students can
stay after school and in addition to tutoring can participate in recreational activities, field
trips and receive a weekly evening meal with their parents. Parents are encouraged to
attend a homeless parent support group coordinated through a local community agency.
Instead of returning directly after school to noisy, overcrowded conditions at the facilities
where they are temporarily housed, these children are offered the opportunity to participate
in a program designed to meet their needs.
The funding parameters outlined in the current federal legislation do not allow for the
expansion of transportation and other supplemental support services beyond a 50% limit.
The main emphasis is on tutoring and remedial services. Were it not for this limit, Project
Homestead could provide transportation to include a larger number of homeless children
in the program. Given the availability of Chapter 1 programs in New Jersey, greater
flexibility should be given to develop programs beyond tutoring and remediation to meet
the needs unique to each community's homeless children and youth. Lack of transportation
should not preclude participation in school programs for children like Paula and the many
homeless children who would greatly benefit from participating in an educational program
which includes tutorial and recreational services.
39
"PATRICIA, LUPITA, AND ANA'S STORY"
PATRICIA, LUPITA, and ANA are sisters living in the sunny, southern, border
community of Las Cruces, New Mexico. Just as so many other typical school-age
children do, they attend their neighborhood public elementary school. However, the
sisters are not typical students at their school--they are homeless.
Abandoned by their father, the girls live with their mother and a younger brother
in a deserted three-room dilapidated "home" that presents a very real threat to their
safety. There is no heat, a stove serves as the only heating source; there is no
running hot water; there are no windows left intact; the ceilings are falling through
in several places; and electrical wires and cords are exposed. These living conditions
are making it extremely difficult for the girls to function in the classroom setting
and only through the intervention of a concerned teacher has the school system been
made aware of the family's situation.
NEW MEXICO
Little has changed thus far in the lives of these girls. Some progress has been made
academically through an after-school program that provided the children with extra
tutoring, snacks and much needed one-on-one attention. Unfortunately, the
program has ended and any gains previously made by the girls may very well be lost
in the remaining months of the school year.
Patricia, Lupita, and Ana are only three of the city's school-age children caught in
the tragedy of homelessness. There are others. To better help this particular
student population, there is a promising new program in its infant stages within the
Las Cruces Public Schools that has as its goal and purpose "effective, consistent and
ongoing educational services to the homeless children and youth of the community."
The Education of Homeless Children and Youth/Project Link in the Las Cruces
District Schools is funded through a grant from Title VII-B of the Stewart B.
McKinney Homeless Assistance Act. With this funding, a liaison is working with
the elementary and secondary schools a well as the community shelters to identify
homeless families with school-age children and youth so that their needs can be
assessed and met. Once identified, this student population is to be served in a
comprehensive manner that includes aid with enrollment procedures when
applicable; provision of basic school supplies; placement with appropriate
tutorial/counseling personnel if needed; and referrals to local service agencies if
necessary. Additionally, the program will enlist the help of qualified practicum
students from the Human and Community Services Department of the New Mexico
State University. The goal is to use this collaborative approach in meeting the needs
of homeless children and youth that will ultimately result in giving children like
Patricia, Lupita, and Ana the best possible chance of academic success.
40
THE NEW MEXICO CHALLENGE
Eugenio I. Gurule, Coordinator
(505) 827-6648
Patricia, Lupita, and Ana's story is an issue which is constantly growing within New
Mexico's boundaries. In the past, alcoholics, mentally ill, and transients were the
sterotyped images of the homeless. Today, the homeless are taking on an alarming look,
the look of a typical family.
The Las Cruces site is one of three being funded in New Mexico by McKinney funds. New
Mexico receives $50,000 per grant year to help with the education of homeless children and
youth. Section 721(2) of the Act, directed states to review and revise all laws, regulations,
policies, and practices that might impede the enrollment, attendance, and social success of
homeless children and youth. In addition to these requirements, states are also required
to assume staff development responsibilities to inform and heighten the awareness of school
personnel about the problems of homeless children and youth. Another requirement is that
State Departments of Education coordinate with other agencies. At this point, the sites are
able to provide various tutorial and counseling services to a few of the 2005 identified
homeless children and youth in New Mexico. 50 percent of each grant to local agencies,
is required to be spent on remedial or tutorial services. Given New Mexico's sparsely
populated areas, additional dollars are needed to implement additional requirements such
as transportation of these children from shelters to schools and existing supplemental
programs that can meet the needs of our homeless students.
It is through adequate funding from the McKinney Act that we can possibly make a
difference in the education of children such as Patricia, Luptia, and Ana. They and other
homeless children and youth deserve a chance at academic success. Our challenge is to
ensure that it happens.
41
"KYLE'S STORY"
KYLE, a third grader, became homeless when his alcoholic mother could no
longer adequately provide for him. Kyle loves school. A relative of the family took
Kyle into her home under a temporary arrangement (for the remaining two months
of school). When the relative attempted to enroll Kyle in the local school where she
resides, she was told that Kyle could not attend school in that county. The reason
given for denial of enrollment was that she did not have legal custody of the child
nor was he homeless.
The State Coordinator for the Education of Homeless Children and Youth was
contacted concerning Kyle. The coordinator met with school officials to further
explain the definition of homeless children, and to reemphasize their educational
rights. The North Corolina Department of Public Instruction was successful in July
of 1991 in getting legislation passed that will prevent what happened to Kyle, from
NORTH CAROLINA
happening to other homeless students.
Kyle was enrolled almost immediately and was able to complete the year.
42
THE NORTH CAROLINA CHALLENGE
Patricia Wilkins, Coordinator
(919) 733-0100
In recent years, the major focus on the plight of the homeless has been on providing decent
and affordable housing and rightfully so. However, as more and more families became
homeless, the provision of education for homeless children has over the years become a very
recognized need. Based on three years of study, there are approximately 5,500 homeless
school-aged children and youth on any given day in North Carolina. Of this number, 52%
are kindergarten through sixth grade (age 5-12); 25% are middle or junior high school
students (grades seven through nine); and 23% are high school youth, about 16-18 years of
age. However, approximately 17% of North Carolina's homeless children do not attend
school.
The McKinney Act has effectuated much of the change toward education for homeless
students. The Act provides funding to the States for distribution to Local School Districts
to develop projects to meet the educational needs of homeless children and youth. LEAs
are putting forth great efforts to provide services to homeless students through existing
federal, state, and local projects, but often more is required. Several projects have
developed in the state using McKinney Act funds.
The 35/50% requirement for the use of grant funds presents a problem for some local
school school districts who need flexibility to develop projects that more specifically address
the needs of their homeless students. The issue of transportation is a real concern in the
state and most often the need to use full funding for transportation is identified as a crucial
need.
McKinney Act funds are vital to our state in educating its homeless students.
43
"TOMMY'S STORY"
TOMMY, 12, now lives with his father and his father's friend, who are homeless.
He had been staying with his aunt and uncle, but they couldn't afford to keep him
around any longer. Tommy and his father were separated when Tommy was very
young; then Tommy's mother abandoned him when he was 5 years old. When his
aunt and uncle decided he couldn't live with them any more, Tommy was literally
left on the reservation with no roof over his head. He was 9 years old.
Tommy's father is trying to make a go in normal life after suffering from
alcoholism. The difficulty of no work has forced him and Tommy to live in a state
of "homelessness." Tommy has had, and still has, many obstacles to face as he
adjusts to life off the reservation. Through an after-school program sponsored by
the Fargo Youth Commission, he is learning some important lessons: school and
education are very important; there are people who can be trusted to help and not
NORTH DAKOTA
hurt him; and he does matter to someone.
In the three years Tommy has been involved in the program, made possible by the
McKinney Act education funds, he has blossomed into a young man who can smile
and he has friends of all races who really care for him. Tommy has learned about
society's rules and the importance of following them. He was enrolled in school with
the help of a school liaison and mainstreamed into regular classes. He now enjoys
life like all children should.
Tommy enters the door of the Fargo program every afternoon with a big smile and
shining eyes, ready for another happy day. His life has changed drastically in three
years. With the continued support of programs like the Fargo Youth Commission,
Tommy should be able to continue in school, graduate, and become a productive
member of society. Without this support, Tommy would likely become another
statistic in our juvenile court system.
44
THE NORTH DAKOTA CHALLENGE
Bob Schubert, Coordinator
(701) 224-4646
North Dakota has an estimated 600 homeless children. The last count of 407
homeless children in North Dakota was done in November of 1990 by the
Department of Public Instruction. Obtaining an unduplicated count of homeless
children is very difficult, especially in Native American communities and rural parts
of the state.
North Dakota had been a recipient of a McKinney Act Homeless Education
Exemplary Grant in 1990, and was able to fund several local projects, including the
Fargo Youth Commission described in "Tommy's Story." With the elimination of
the Exemplary Grant Program, and North Dakota's basic funding remaining at the
minimum $50,000, those types of programs may be curtailed or completely
eliminated. To carry out the state's responsibilities under the McKinney Act and
fund six projects for homeless children throughout the state, a minimum grant of
at least $95,000 would be required.
In addition, the 50-35% requirement on funding direct and support services makes
it difficult to meet the individual needs of homeless children in different districts,
and should be removed. Tommy's story is an excellemt example of the diverse needs
of homeless children and the need for flexibility in addressing those needs.
45
"JULIE'S STORY"
JULIE, 14, is in the fifth grade. She had been going through the adoptive process
with her suburban foster family for two years. However, her foster mother became
pregnant and the family decided not to adopt her. Julie had been through a lot in
her life already. Julie's mother had died when she was young, and she had suffered
sexual abuse by her father for several years. He's now in prison, for the abuse and
armed robbery.
This latest episode with her foster family left Julie feeling homeless, lost -- even
suicidal. She drifted into the metropolitan area, to a Volunteers of America Shelter
that serves homeless youth. There, Julie found supportive people to help her. The
staff was pleased to hear Julie wanted to be in school, and quickly contacted the
school district's Alternative Education Homeless Program for enrollment assistance.
The school district's homeless program liaison came out to meet Julie the next day.
She had already researched Julie's school background by making a phone call to her
previous school. She talked to Julie to find out her preferences for the next school
OREGON
she would attend. Julie didn't want any male teachers, of that she was certain. She
also needed supportive counseling - of that the liaison, herself a school counselor,
was certain.
The liaison called around the metropolitan area, eventually locating a middle school
on the city bus route which had everything Julie needed, along with the willingness
to accept an at-risk student from outside the local neighborhood. The school staff
showed compassion and understanding, accepting Julie with open arms. A peer
helper was assigned to help Julie in the first days by showing her around and
introducing her to her teachers and classmates. It's been a month now, and Julie's
doing just fine.
46
THE OREGON CHALLENGE
Dona Cunningham, Project Consultant
(503) 378-3606
Oregon was the recipient of two McKinney Exemplary Program grants in 1990, in Portland
and Salem-Keizer public school districts. Though the programs were different in scale and
design, their overall goal was the same: to achieve maximum integration of school-age
homeless children in the local public schools. Both programs have been highly successful
at everything but securing their own future. They join the state's 300 other districts now
in competing for long-awaited McKinney grant funding from the state: $144,600 in a
needs-based competition.
Grant awards will probably range from $3,000 to $75,000. With funds in the lower ranges,
the 35-50% split becomes a definite barrier. Tutoring and remediation are services often
provided through existing means, such as Chapter I, or through school volunteers. Besides,
not all homeless children need tutoring and remediation. There are children who would
benefit more from participating in integrated after school play programs or other
extracurricular activities, if the transportation and fees could be arranged.
Most school districts in Oregon cite transportation as the greatest barrier to school
attendance for homeless children. Also, experience shows the school district's homeless
program liaison to be the crucial link in the collaboration between schools and shelters, and
serving children and families in a timely manner. Retaining that liaison becomes a very
high funding priority.
Minimum grant states, such as Oregon, would benefit greatly by having that minimum
raised. By increasing the flexibility to manage the McKinney funds based on local needs
assessments, the value of those dollars will double.
47
"TYRON'S STORY"
TYRON, a homeless fourth grader in the local Red Cross Shelter, had attended
four schools in a year's time. His enrollment in the latest school revealed a trail
with no records, a non-communicative boy failing all subjects and having particular
trouble with reading. He often cried while in the shelter from fear and depression.
His mother was a single parent and was poorly equipped to help him with school.
The Educational Liaison became involved with Tryon's life, building trust through
repeated visits. A group meeting was held with his new teachers and the school
counselor to inform them of the child's homelessness. Tyron's history, which was
pieced together, resulted in increased awareness and a plan of action. An
assessment led to improved placement; understanding and empathy reduced stress
in the boy's life; special reading and speech classes were arranged; and in-class
projects (such as taking care of the aquarium and fish, one of Tyron's main loves)
PENNSYLVANIA
helped to enhance his self-esteem.
Several months later, Tyron's school attendance had greatly improved. He received
average or higher marks on selected projects in a range of studies and earned Pizza
Hut "Book It" coupons by reading books. Tyron even wrote an original poem about
a tadpole.
Tyron. One student. One child who now even smiles sometimes. No magic, but
helped by one of the model programs developed by the Pennsylvania Homeless
Student Initiative. A program that works but needs continued support to keep on
working
48
THE PENNSYLVANIA CHALLENGE
Nancy Garcia, Coordinator
(717) 787-4605
Over the past three years, services provided to homeless students through the Pennsylvania
Homeless Student Initiative have addressed the educational needs of homeless students by
building models of coordination between school districts and social service and shelter
providers. A key component in the successful implementation of these models is case
management by an educational liaison, who acts as a link between the schools and shelter.
The liaison works to ensure that identified students are enrolled in schools, that their
educational needs are assessed, and that disruptions in attendance in academic programs
are minimized.
As homeless parents struggle to maintain their own and their family's existence and to
overcome factors that may have contributed to their homelessness, the education of their
children is often not the first issue that they address. They need the services of a liaison
who can provide them with the needed support, assistance, and knowledge. The
educational liaison has been a critical component in facilitating direct services to homeless
students and their families.
The "school community coordination model" approach to providing services through an
educational liaison has enabled homeless students to succeed in school and has strengthened
the power of the local school/community toward meeting the needs of homeless families, as
well as preventing the reoccurrence of the problems that have caused homelessness.
Currently, five Pennsylvania communities have received funding for Homeless Student
Initiatives. Each of these local Homeless Student Initiatives has reported positive outcomes,
including increased educational continuity, follow up in the community, reduced
absenteeism, community collaboration, and quick response to the identified needs of
homeless students and their families. Eliminating the 35-50% requirements would allow
more flexibility in funding programs to meet the specific needs of its homeless students.
49
"BRITTANY'S STORY"
BRITTANY, living in Rapid City, South Dakota, awaits a van coming to pick her
up at the Corner Stone Care Mission. Once she enters the van, her eyes widen as
she takes it all in. She noticed all the seats in the van. "A lot of us could live in
here!" she exclaims.
The van comes to the Mission once a week to pick up homeless children and youth
staying there. They take the children back to Youth and Family Services. There
the children can take advantage of tutoring services, educational programs, physical
education opportunities or work on computers. These services are in addition to the
services the children receive every day in the classrooms of the Rapid City Public
School System.
SOUTH DAKOTA
The Executive Director of the Cornerstone Rescue Mission estimates the average
number of homeless children staying at the Mission is 20 per night. However, in
some instances, the number of children has been as high as 50 per night.
Rapid City reported an estimated 600 homeless children and youth within their city
in 1991.
The program at Youth and Family Services is only provided once a week.
Unfortunately, current funding levels will not support an expanded program.
Brittany, and others like her, have to wait until the next week for the much needed
support services that provide thier opportunities for success.
50
THE SOUTH DAKOTA CHALLENGE
Janet Ricketts, Coordinator
(605) 773-4437
South Dakota school districts are very excited about having the opportunity to address the
needs of homeless children and youth. Some states have already begun working with school
districts; but South Dakota is a minimum funded state. Our current funding level is
$50,000. Recent increases in McKinney funding levels will result in South Dakota having
an additional $26,000.00 to provide grants to local school districts for educational services
for homeless children and youth.
South Dakota reported an estimated 3,310 homeless children and youth within the state
during 1991. Respondents were asked to prioritize needs for these children in the 1991
survey; and the number one need indicated for South Dakota's homeless children was
before and after-school care programs.
South Dakota, like many other states, is challenged with meeting the needs of its growing
population of homeless children and assuming the increased responsibilities outline for
states in the McKinney Act Amendments. With a project budget of $76,000 or less,
compliance with all the provisions in the Act is extremely difficult to achieve. In order to
adequately meet this challenge, the following legislative changes should be considered: (1)
Increase funding for the minimum funded states to $95,000.00 and (2) Remove the 35 - 50
percent requirement. Additional funding would allow us to offer programs of greater size,
scope and quality and elimination of the 35-50 percent requirement would give school
districts the flexibility they need to meet the problems that exist in their particular
communities.
51
"JOEY AND JOHN'S STORY"
JOEY and JOHN, ages 10 and 12, arrived at the Crisis Center in Sherman,
Texas, physically battered, and their spirits tattered and torn. They had been
beaten with a horse whip and were afraid of everything and everyone. The
stepfather that they had lived with for five years had constantly terrorized and
abused them and their mother. The boys had not been allowed to participate in any
sports or activities at school, nor could they have toys or games at their home. Out
of desperation for something to play with, they fashioned a football out of a few old
T-shirts that they had tied together.
Upon their arrival at the Crisis Center, concerned staff members immediately took
care of the boys' medical needs and started to get them enrolled in school. Because
of recent changes in school enrollment laws, there was no waiting period for
previous records and Joey and John were ready for their first day at their new
school.
Their faces lit up as both of them were presented with brightly colored new back
packs which were running over with plenty of school supplies. Tears ran down their
TEXAS
cheeks as they realized that everything in the packs was all their very own. The
first week of school, they were enrolled in the tutoring program funded through the
McKinney Act. All of their teachers became involved with the boys and attempted
to make each day at school a positive and happy experience for these children. In
spite of all the trauma that they had experienced, the boys kept a positive attitude,
and at the end of the semester, staff from the shelter celebrated their achievement
of making the "A" honor roll.
As John summed it up, "I like living at the Crisis Center because I don't have to be
afraid that my mother will get beat up, and my brother and I can play football. I
love my school because the teachers are nice and I get a free lunch. I can sleep good
at the shelter."
52
THE TEXAS CHALLENGE
Mrs. Barbara E. Wand, Coordinator
(512) 463-9695
Joey and John are just two of the more than 25,000 school-age children and youth in Texas
who found refuge in a shelter between November 1, 1990 and October 31, 1991. As many
as four times that number of children and youth might have lived on the streets, in tents,
in abandoned buildings, doubled up with friends or relatives, or in a temporary setting
awaiting a permanent placement in an institution.
Although the McKinney Act and recent changes in state law theoretically have made it
easier for homeless students to enroll, attend, and succeed in school, in reality several
homeless students will find familiar obstacles in their way of accessing a free and
appropriate public education. While the Office for Homeless Education has established a
toll-free line to assist homeless students and their parents/advocates in resolving disputes
regarding school enrollment and other legal issues, laws have not been developed to address
all the problems generated by homelessness.
Section 723 of the McKinney Homeless Assistance Act provides supplemental funding for
many of the needs of homeless children. However, the requirement to spend at least 50%
of the funds on tutors and the remaining 35-50% on related educational services has raised
many concerns among districts in Texas. The state already has mandated tutoring
programs in place and many districts have an extensive cadre of volunteer tutors who meet
additional tutoring needs that students might have. If districts had more flexibility to fund
activities suited to the needs of their particular homeless students, then those students
would in all likelihood achieve a higher level of success.
Transportation remains a key problem in Texas. School districts are not required to
provide transportation for student who live less than two miles from their school of
attendance. For homeless students who many live in drug-infested or crime-ridden
neighborhoods, requiring them to walk even two blocks may be asking them to risk their
lives.
School supplies are often distributed at shelters or temporary housing facilities, however,
not all homeless students live at such sites. Schools need the flexibility to purchase
supplemental supplies for homeless students and to have such supplies readily available
when students register.
The increased funding Texas will receive for the 1992-93 school year will enable more
homeless students than ever to receive additional assistance. However, the growing
numbers of such students, coupled with inflation, equals only a small growth in services.
Texas will still be in a reactive, rather than pro-active mode regarding education for
homeless children. Only when funding is at full levels will the pain of all homeless children
begin to diminish.
53
"PATRICK'S STORY"
PATRICK, 13, strolled into the classroom of his former teacher wearing an ear-
to-ear grin. "Hey, Jerry, look - I made the honor roll at my new school!"
These are the words any teacher hopes to hear from a former student, but for Jerry
to hear them from Patrick signified a very special kind of victory. Since Patrick,
his mother, and a brother and sister moved to the Spokane School District their lives
have been chaotic-almost beyond comprehension. The first month was spent living
in their car because the family shelters were full; the next two months were at a
shelter; and the next three months were spent in a house which was lost when the
mother's alcohol dependence resulted in her arrest and a jail sentence. While the
mother was in jail, the children spent two weeks with a relative, then it was back
to the shelter, and finally into an apartment. Unfortunately, the trauma in Patrick's
life has not ended because his father has forced the mother and the children from
their apartment.
WASHINGTON
Even with Patrick's innate intelligence and desire to succeed, surviving this year to
make the honor roll instead of giving up, dropping out, or giving in to despair, took
some help. The Spokane School District, shelter providers, a broad-based
partnership of community groups, and a very special teacher all worked together to
make sure that Patrick could stay in school (missing only two days) and be a
successful student. Patrick's success story started with the Spokane family shelter
staff that works with the School District to facilitate appropriate enrollment even
when families must be turned away for lack of shelter space.
The transition program in which Patrick's mother enrolled him offers flexible
transportation, counseling, tutoring, school supplies, a clothing bank, and summer
school -the support system that is needed for academic success. This Spokane school
district program had a daily count of 12 homeless students in 1990. In 1992 they
are trying to serve 55 homeless students a day.
54
THE WASHINGTON CHALLENGE
Priscilla Scheldt, Coordinator
(206) 753-3302
Patrick's is just one story of the approximately 17,000 that could be told about
school-age children who are homeless in Washington last year - a year in which our
share of McKinney funding to provide LEA grants for direct services to homeless
children and youth was $17,691. Approximately, one dollar per child.
The McKinney funding increase for fiscal year '92 will yield approximately $210,000
for LEA grants in the coming school year. Although this will bring some relief,
Washington shelter providers and educators are reporting an influx of "recession
refugees" that is straining all state and local services far beyond their resource
limits. Spokane's experience with the rising number of homeless children in school,
families displaced from other communities, and lack of space in family shelters is
not unique. Communities all over Washington face a set of circumstances that are
exacerbating existing shortages: in Seattle, fair market rents rose 18.7 percent
between 1989 and 1991. Yakima and Spokane have had less than 1 percent vacancy
rate in low income housing for the past year, and our unemployment rate continues
to rise.
Providing access to education for children and youth while they are homeless has
become a high priority for educators and policy makers in Washington state. All
legal barriers which may have inhibited attendance have been removed, programs
such as Spokane's have been awarded state grants, and collaborative efforts have
raised awareness of needs. Shelter providers statewide now have lists of the schools
in their areas that have a breakfast program so that they can help families access
two healthy meals for their children. As in Patrick's case, shelter staff and the local
school district will often streamline enrollment so that the children will have some
normalcy while waiting for shelter space.
We have made progress. We are surpassing the requirements set forth in the
McKinney Act, but this state has reached the point where we have simply run out
of options for improving access, continuity, and success without major increase in
resources.
Full funding combined with removal of the requirement that 50 percent of LEA
grants be spent on "primary activities" will provide the transportation (actually the
most primary of all activities), counseling, and school supplies to provide access to
academic achievement for homeless children and youth. We need your help to
ensure that all our children have a chance for success like Patrick.
55
"SAM'S STORY"
SAM, 5, was living with her mother and her mother's boyfriend in a motel. They
had been moving around and had lived in five different places. Her mother's
boyfriend was a drug and alcohol user, and forced her mother to use drugs also. He
would force Sam and her mother into compliance by threatening them with a live
grenade and a gun. Sam and her mother sought help in a domestic abuse shelter.
While Sam was in the shelter, her mother expressed concerns that her ex-husband
may have molested Sam. She had taken Sam to the doctor, but the doctor did not
report or push the issue. She was given the names of other agencies to contact for
help.
Sam was enrolled in headstart and daycare while her mother continued her
education, enabling her to be more self-sufficient. They are relocated to an
apartment where Sam is now free from the threats of the boyfriend's violence and
WISCONSIN
the effects of drug and alcohol abuse.
Sam is now enrolled in kindergaten, and she receives continued support through the
Ashland School District. Concerned teachers and guidance counselors have worked
with Sam to provide her with a stable, secure, friendly school environment. Sam
is now doing very well. She has friends, and she appears to be content and happy.
Most recently, the Office of Education for Homeless Children and Youth in
Wisconsin has been able to fund a project in Ashland, that addresses the special
needs of children like Sam. The school district and local domestic abuse shelter
works collaboratively to provide much needed tutorial and guidance services. They
have also set up a plan to help promote school attendance by addressing the need for
clothing, personal care items, and school supplies.
56
THE WISCONSIN CHALLENGE
Gina Moore, Coordinator
(608) 266-5182
Surveys conducted in 1991 indicated that there were approximately 10,000 homeless
children and youth in Wisconsin in 1990. While school Districts make every effort to
ensure that homeless children and youth in Wisconsin attend school, a small percentage of
the 10,000 do not. In most cases, the small percentage does not attend school due to
domestic violence situations and a lack of available transportation.
In Wisconsin, the funding provided under the Stewart B. McKinney Homeless Assistance
Act has given school districts the opportunity to create some innovative programs for
homeless children and youth.
The school districts in Wisconsin report that while homeless children and youth benefit
from the funding they receive, it would be beneficial to remove the 35-50% limitation which
would then allow school districts the flexibility needed to tailor their plans based on the
identified needs of the homeless students in their district. Some school districts are in need
of funding for transportation and others have expressed a need to fund tutorial assistance
activities.
Homeless children and youth in Wisconsin are provided equal opportunities and they are
encouraged to achieve their maximum potential through the State of Wisconsin's public
education system and the cooperative efforts of other State agencies. It is the goal of
Wisconsin's educational system to ensure that "all" students receive the background and
experience needed to become future economically independent citizens.
57
CONCLUSION
"Dear Mama,
Some dreams are good and some dreams can be very bad. Last night,
I dreamed that we were in a big white house with lots of windows. My room
was pink and white. That's my favorite color. I had lots of friends and they
even came to visit me. You were in the kitchen cooking something good. I
didn't want to wake up from my dream. Everything was so peaceful and
nice. When I opened my eyes, I looked for you. You were there as you
promised but we were still in the shelter. I don't know how to wake up from
this dream."
Sonya
Age 13
Sonya, like the children highlighted in each story and the hundreds of thousands of other
children whose stories are waiting to be told, have become the quiet victims of
homelessness. These children need a place to call home and a sense of belonging to a
neighborhood and school. The comfort and security of a home is an essential foundation
of childhood. It is devastating for children to wake up and find their family has no place
to live, and they have lost their friends, school, neighborhood, and most of their
possessions. While no substitute for a permanent home, school can offer the continuity,
security, and normalcy in a child's otherwise turbulent life.
Through the Stewart B. McKinney Homeless Assistance Act, Subtitle VII-B, our nation has
promised to ensure that "all" homeless children have access and success in school. Our
efforts to deliver on this promise will be evident in the number of homeless children
attending school regularly, the accessibility of programs that meet their diverse needs, and
the availability of funds to support these programs. We cannot afford to allow one
homeless child to stand in the shadow of an opportunity for success because our nation
failed to deliver on its promise. Paula, Rosalie, Moriah, and Crystal have a right to
transportation services if transportation is needed when determining "what's in the best
interest of the child." Tommy, Daisy, and Amanda have a right to receive tutorial
assistance (at school or in the shelter) if this educational support service will "help the child
achieve in school." Additionally, Clara in Alaska and Julie in Oregon have a right to
attend an alternative educational program if "the assessed needs of the child justifies the
placement." In order to guarantee these rights, legislators; advocates; parents; and
educators must work together to remove the barriers that impinge on a homeless child's
success in school.
The National Association of State Coordinators for the Education of Homeless Children and
Youth recognizes and is constantly aware of the larger societal and economical problems
that must be addressed to end homelessness, and we support the endeavors to reach this
goal. Further, we embrace the promise set forth by Congress and we accept the challenge
by making a difference in the lives of the children that we have been priviledged to serve.
58
APPENDIX A
Education of Homeless Children and Youth
Actual Grants for FY 1991 and Estimated Grants
for FY 1992 Under P.L. 102-170
Actual
Estimated
State
FY 1991 grants
FY 1992 grants
Alabama
$143,701
$ 545,000
Alaska
50,000
50,000
Arizona
69,597
264,000
Arkansas
79,661
302,000
California
604,740
2,294,000
Colorado
52,393
199,000
Connecticut
69,166
262,000
Delaware
50,000
71,000
District of Columbia
50,000
116,000
Florida
278,905
1,058,000
Georgia
189,961
720,000
Hawaii
50,000
68,000
Idaho
50,000
72,000
Illinois
319,285
1,211,000
Indiana
99,895
379,000
Iowa
51,521
195,000
Kansas
50,000
160,000
Kentucky
119,007
451,000
Louisiana
159,122
603,000
Maine
50,000
124,000
Maryland
108,920
413,000
Massachusetts
151,761
576,000
Michigan
254,526
965,000
Minnesota
74,004
281,000
Mississippi
129,263
490,000
Missouri
111,089
421,000
Montana
50,000
64,000
Nebraska
50,000
111,000
Nevada
50,000
54,000
New Hampshire
50,000
58,000
New Jersey
215,533
817,000
New Mexico
50,000
180,000
New York
716,873
2,719,000
North Carolina
159,024
603,000
North Dakota
50,000
60,000
Ohio
235,707
894,000
59
APPENDIX A
Education of Homeless Children and Youth
Actual Grants for FY 1991 and Estimated Grants
for FY 1992 Under P.L. 102-170
Actual
Estimated
State
FY 1991 grants
FY 1992 grants
Oklahoma
63,905
242,000
Oregon
51,181
194,000
Pennsylvania
325,280
1,234,000
Puerto Rico
261,946
993,000
Rhode Island
50,000
95,000
South Carolina
102,675
389,000
South Dakota
50,000
76,000
Tennessee
140,906
534,000
Texas
416,794
1,581,000
Utah
50,000
85,000
Vermont
50,000
56,000
Virginia
135,065
512,000
Washington
69,310
263,000
West Virginia
54,858
208,000
Wisconsin
95,239
361,000
Wyoming
50,000
50,000
Virgin Islands
50,000
5,000
Guam
1,264
5,000
American Samoa
50,000
5,000
Northern Marianas
50,000
5,000
Palau
610
5,000
U.S. Total
$7,162,687
$24,748,000
NOTE: Estimated amounts may not add to the total because of rounding. One percent of
the total FY 1992 grant has been assumed to be reserved for Indian programs.
Source: The FY 1992 estimates are based on data obtained from the National Center for
Education Statistics in July 1991, for the 1991-92 program year. The FY 1991 grants are
based on data obtained from the Budget Division of the U.S. Department of Education in
December.
60
APPENDIX B
Listing of State Homeless Coordinators
Stewart B. McKinney Homeless Assistance Act
ALABAMA (AL)
CALIFORNIA (CA)
Mr. James Spano
Dr. Marsha Johnson
State Homeless Contact
State Coordinator, Homeless Program
State Dept. of Education
State Department of Education
721 Capitol Mall
50 North Ripley Street
P.O. Box 944272
Montgomery, Alabama 36130-3901
(916) 445-8235
(205) 242-8199
COLORADO (CO)
ALASKA (AK)
Ms. Karen Connell
Ms. Connie Munro
State Homeless Contact
Education Specialist
State Dept of Education
Dept. of Education
201 East Colfax Avenue
P.O. Box F
Denver, Colorado 80203
Juneau, AK 99811-0500
(303) 866-6903
(907) 465-2970
CONNECTICUT (CT)
ARIZONA (AZ)
Dr. Hillary Freedman
Mr. Bill Scheel
Education for the Homeless
Coordinator for Education of
State Dept. of Education
Homeless Children and Youth
25 Industrial Park Road
Federal Programs Division
Middletown, CT 06457
of Education
(203) 638-4206
1535 West Jefferson
Phoenix, Arizona 85007
DELAWARE (DE)
(602) 542-5235
Mr. Jose Frank Soriano
ARKANSAS (AR)
State Specialist
ECIA Chapter 1, Migrant Education
Ms. Paulette Mabry
State Dept. of Public Dept
Homeless Grant Coordinator, FPD
Instruction
Arkansas Dept. of Education
Townsend Bldg., P.O. Box 1402
Education Building
Dover, Delaware 19901
4 State Capitol Mall
(302) 739-4888
Little Rock, AR 72201-1071
(501) 682-4847
61
IDAHO (ID)
DISTRICT OF COLUMBIA (DC)
Ms. Anita Brunner
Mr. David Burket
State Contact, Homeless Program
Associate Superintendent
State Department of Education
District of Columbia Public State
650 West State Street
Schools
Boise, Idaho 83720
415 Twelfth Street, NW
(208) 334-2111
Washington, DC 20004
(202) 724-3636
ILLINOIS (IL)
Ms. Beverly Wallace
Ms. John Edwards
Emery School
State Contact, Homeless Program
Lincoln Road & R Street, NE
Chicago Regional Office
Washington, DC 20002
Illinois State Board of Education
(202) 576-8606
100 West Randolph Street, Ste. 14-300
Chicago, Illinois 60601
FLORIDA (FL)
(312) 814-3606
Ms. Vessie Felton-Joseph
IOWA (IA)
State Contact, Homeless Program
State Department of Education
Dr. Ray Morley
Knott Building (Collins L-34)
Bureau of Federal School Program
Tallahassee, Florida 32399
Improvement
(904) 487-8538
State Department of Education
Grimes State Office Building
GEORGIA (GA)
Des Moines, Iowa 50319-0146
(515) 281-5313
Mr. David Davidson
Project Manager
INDIANA (IN)
Program for Homeless Children
State Dept. of Education
Ms. Barbara Lucas
1962 Twin Towers East
State Homeless Contact
Atlanta, GA 30334
State Department of Education
(404) 656-2500
State House, Room 229
Indianapolis, Indiana 46204-2798
HAWAII (HI)
(317) 232-0520
Ms. E. Karen Meahl
KANSAS (KS)
State Contact, Homeless Program
Office of Instructional Services
Ms. Sandra Suttle
Hawaii State Department of Education
State Homeless Contact
2530 10th Ave., Bldg. A
State Department of Education
Honolulu, Hawaii 96816
120 East 10th Street
(808) 947-8704
Topeka, Kansas 66612
(913) 296-6066
62
KENTUCKY (KY)
MASSACHUSETTS (MA)
Ms. Laura Graham
Ms. Leedia Macomber
State Contact, Homeless Program
Coordinator, Education of Homeless
State Department of Education
Children and Youth
Capitol Plaza Tower, 17th Floor
Department of Education
Frankfort, Kentucky 40601
1385 Hancock Street
(502) 564-6720
Quincy, Massachusetts 02169
(615)770-7493
LOUISIANA (LA)
MICHIGAN (MI)
Ms. Janet Langolis
State Contact, Homeless Program
Dr. Eugene Cain
State Department of Education
Assistant Superintendent
654 Main Street
Office of Educational Equity
Baton Rouge, Louisiana 70801
and Community Services
(504) 342-3338
State Dept. of Education
P.O. Box 30008
Mr. Luke Chiniche, Jr.
Lansing, MI 48909
State Department of Education
(517) 373-3260
654 Main Street
Baton Rouge, LA 70801
MINNESOTA (MN)
MAINE (ME)
Ms. Barbara Yates
Coordinator. Education of Homeless
Mr. Frank J. Antonucci, Jr.
Children and Youth
Consultant, Truancy, Dropout &
State Dept. of Education
Alternative Education
996 Capitol Square Bldg.
Department of Educational and
550 Cedar Street
Cultural Services
St. Paul, MN. 55101
State House Statio 23
(612) 296-3925
Augusta, ME 04333
(207) 289-5110
MISSISSIPPI (MS)
MARYLAND (MD)
Ms. Cynthia Dorsey-Smith
Coordinator, Education of Homeless
Ms. Peggy Jackson-Jobe
Children and Youth
Coordinator, Education of Homeless
State Dept. of Education
Children and Youth
P.O. Box 771
Department of Education
Jackson, MS 39205
200 W. Baltimore Street
(601) 359-3598
Baltimore, MD 21201
(410) 333-2445
MISSOURI (MO)
Ms. Nancee Allan
State Contact, Homeless Program
Department of Elementary &
Secondary Education
P.O. Box 480
Jefferson City, Missouri 65102
63
(314) 751-8287
MONTANA (MT)
NEW MEXICO (NM)
Mr. Terry Teichrow
Mr. Ralph Paiz
State Contact, Homeless Program
State Contact, Homeless Program
Office of Public Instruction
State Department of Education
State Capitol
300 Don Gaspar
Helena, Montana 59620
Santa Fe, NM 87501-2786
(406) 444-2036
(505) 827-6648
NEBRASKA (NE)
NEW YORK (NY)
Ms. Judy Klein
Ms. Margretta R. Fairweather
Coordinator of Education for
Homeless Coordinator
Homeless Children and Youth
State Education Dept.
State Dept. of Education
99 Washington Avenue
P.O. Box 94987
EBA 362
301 Centennial Mall South
Albany, NY 12234
Lincoln, NE 68509
(518) 474-5807)
(402) 471-2478
NORTH COROLINA (NC)
NEVADA (NV)
Ms. Patricia Wilkins
Mr. Shaun Griffin
Homeless Coordinator
Nevada Homeless Youth Education Program
State Dept. of Public Instr.
Community Chest, Inc.
116 West Edenton Street
P.O. Box 8876
Raleigh, NC 27603-1712
Reno, Nevada 89507-8876
(919) 733-0100
(702) 847-9311
NORTH DAKOTA (ND)
Mr. Tom Gray
State Dept. of Education
Mr. Robert Schubert
St. Paul, Minnesota 55101
Program Planner, Education
(612) 296-3925
of the Homeless
Dept. of Public Instruction
NEW HAMPSHIRE (NH)
600 Boulevard East
Bismarck, ND 58505
Ms. Dorothy Schroepfer
(701) 224-4646
State Contact, Homeless Program
State Department of Education
OHIO (OH)
101 Pleasant Street
Concord, NH 03301
Dr. Jose Villa
(603) 271-2717
Consultant, Homeless Education
Division of Federal Assistance
NEW JERSEY (NY)
Ohio Department of Education
933 High Street
Ms. Dalia Georgedes
Worthington, Ohio 43085
State Contact, Homeless Program
(614) 466-4161
State Dept. of Education
225 West State Street, CN 500
Trenton, New Jersey 08625
(609) 292-8777
64
OKLAHOMA (OK)
RHODE ISLAND (RI)
Mr. Keith Haley
Ms. Virginia Bilotti
Homeless Coordinator
State Contact, Homeless Program
State Dept. of Education
State Dept. of Education
Oliver Hodge Memorial
22 Hayes Street
Education Building
Providence, RI 02908
2500 North Lincoln Blvd.
(410) 277-6523
Oklahoma City, OK 73105
(405) 521-3015
SOUTH CAROLINA (SC)
OREGON (OR)
Mr. J. C. Ballew
State Contact, Homeless Program
Ms. Ardis Christiansen
Department of Education
Director, Compensatory Education
1429 Senate Street, Room 916
Oregon Department of Education
Columbia, South Corolina 29201
700 Pringle Parkway SE
(803) 734-8327
Salem, Oregon 97310
(503) 378-3606
SOUTH DAKOTA (SD)
Dona Cunningham
Ms. Janet Ricketts
Consultant
Coordinator for Homeless Children
700 Pringle Parkway SE
Youth, and Adults
Salem, Oregon 97310
Departments of Education and
Cultuural Affairs
PENNSYLVANIA (PA)
700 Governors Drive
Pierre, SD 57501
Ms. Nancy Garcia
(605) 773-4437
Coordinator, Office of Education
of Homeless Children & Youth
TENNESSEE (TN)
Office of Policy and Govt.
Relations
Mr. Doug Vickers
Pennsylvania Department of Ed.
State Contact, Homeless Program
333 Market Street, 10th Floor
State Dept. of Education
Harrisburg, PA 17126-0333
135 Cordell Hull Building
(717) 787-4605
Nashville, TN 37219
(615) 741-1356
PURETO RICO (PR)
TEXAS (TX)
Ms. Maria Emilia Pillot
State Contact, Homeless Program
Ms. Barbara Wand
Department of Education
Director, Assistance to
P.O. Box 759
Homeless Children
Hato Ray, Puerto Rico 00919
Texas Education Agency
(809) 754-0888
1701 North Congress Avenue
Austin, Texas 78701
(512) 463-9694
65
UTAH (UT)
WISCONSIN (WI)
Dr. Kenneth L. Hennefer
Ms. Gina Moore
Project Coordinator, Services
Consultant, Education for Homeless
for At Risk Students
Children and Youth
State Office of Education
Department of Public Instruction
250 E. 500 South Street
125 South Webster Street, Box 7841
Salt Lake City, Utah 84111
Madison, WI 53707-7841
(801) 538-7727
(608) 267-9166
VERMONT (VT)
WYOMING (WY)
Ms. Mary Elizabeth "Mitzi" Beach
Mr. Paul Soumokil
State Contact, Homeless Program
State Contact, Homeless Children
State Dept. of Education
and Youth
State Street
State Dept. of Education
Montpelier, VT 05602-2703
Hathaway Building
(802) 828-2753 or 658-6342
Cheyenne, WY 82002
(307) 777-7168
VIRGINIA (VA)
AMERICAN SAMOA
Ms. Ava Thomas
State Contact, Homeless Program
Honorable Lealofi Uiagalelei
State Dept. of Education
Director of Education
James Monroe Bldg. 23rd Fl.
Dept. of Education
P.O. Box 60
Pago Pago, Tutuila 96799
Richmond, Virginia 23216
(OS 684-633-5159)
(804) 225-2066
NORTHERN MARIANA ISLANDS
WASHINGTON (WA)
Mr. William P. Matson
Ms. Priscilla Scheldt
Federal Programs Coordinator
State Contact, Homeless Program
Board of Education
Office of the Superintendent
Public School System
of Public Instruction
Commonwealth of Northen Mariana
Old Capitol Building, FG-11
P.O. Box 1370 CK
Olympia, Washington 98504
Saipan, MP 96950
(206) 753-3302
(OS 933-9812)
WEST VIRGINIA (WV)
VIRGIN ISLANDS (VI)
Mr. Robert Boggs
Mrs. Ida White
State Homeless Contact
Homeless Coordinator
State Dept. of Education
Department of Education
Capitol Complex, Room B-309
44-46 Konges Gade
Charleston, WV. 25305
St. Thomas, VI 00802
(304) 348-8830
(809) 774-6505
66
This document has been printed by the Arizona
Department of Education. It has been reproduced
exactly as received from the organization originating it.
Points of view or opinions stated do not necessarily
represent official Arizona Department of Education
position or policy.
The Arizona Department of Education is an equal
opportunity employer and educational agency and
affirms that it does not discriminate on the basis of
race, color, national origin, age, sex, or handicapping
condition.
Arizona Department of Education
C. Diane Bishop, Superintendent
ADE
Printed in Phoenix, Arizona by the
Arizona Department of Education
Total Copies Printed
500
Total Printing Cost
$795.00
Unit Printing Cost.
$1.59
Date of Printing
6/92