Early Foster Care Placement Linked to Improved Academic Outcomes in CPS-Involved Infants, New Study Reveals
Recent research from the University of North Carolina at Greensboro and Pennsylvania State University challenges longstanding assumptions about the impact of foster care on very young children involved with Child Protective Services (CPS). The study, published in the journal Child Development, provides compelling evidence that foster care placement during infancy—particularly before six months of age—is associated with better academic outcomes by third grade, including stronger reading skills and reduced chronic absenteeism.
Child maltreatment in infancy has been a focus of public health and social welfare concerns for decades due to its documented association with harmful developmental consequences. According to the U.S. Department of Health and Human Services, children under one year old carry the highest risk for maltreatment, with neglect being the predominant issue. The CPS system is tasked with the critical responsibility of responding to such maltreatment and mitigating future harm. Most children with substantiated reports remain with their families, where services like parenting education or substance use treatment aim to rectify the conditions that led to maltreatment. However, when removal is necessary, foster care often becomes the intervention, especially during early childhood.
Although the majority of foster care entries occur from birth to five years of age, academic research on foster care trends and outcomes has disproportionately centered on older children and adolescents. This gap in literature has obscured understanding of the timing of foster care entry and its nuanced impacts during critical developmental windows of infancy and toddlerhood. Researchers Dr. Kierra Sattler, Dr. Sarah Font, and Dr. Carlomagno Panlilio designed a longitudinal observational study to fill this void and offer a clearer picture of how the timing of first foster care placement affects later academic performance.
The team followed 8,795 infants from Wisconsin who were reported to CPS within their first year of life, tracking their progress through the third grade. Their analysis examined math and reading standardized test scores, suspension rates as a proxy for exposure to punitive discipline, and chronic absenteeism, comparing children who experienced foster care placement at different early-life intervals—before six months, between six and 24 months, and between two to four years—to those who did not enter foster care by age five. The study factored in potential confounding variables such as family structure, participation in poverty-alleviation programs, presence of disabilities, and maternal age to isolate the effects of foster care timing on later outcomes.
Contrary to longstanding concerns that foster care placement disrupts attachment and exacerbates developmental disadvantages, the study found that children placed in foster care during their first six months exhibited better academic outcomes compared to their counterparts who, despite CPS involvement, remained in-home or entered foster care later. These children were more likely to demonstrate at least basic proficiency in reading and were less likely to experience chronic absenteeism in school. The findings suggest that the foster care environment may provide essential developmental supports, including enhanced healthcare, educational monitoring, and access to intervention services, that are often lacking for children who remain with their biological families under CPS supervision.
One of the most striking and unexpected findings of the study was the racial disparity in foster care outcomes. Positive associations between early foster care placement and academic achievement were particularly concentrated among Black children, with comparatively limited academic benefits observed for white children in the cohort. The research team urged caution in interpreting these results, contextualizing them within Wisconsin’s unique socio-racial landscape. The study sample reflected the profound legacy of racial inequality, including residential segregation and income disparities, especially concentrated in Milwaukee County where the majority of Black children in the state reside. Differences in family context including maternal risk factors and participation in anti-poverty programs also contributed to these racialized patterns.
This racial dimension highlights the complex interaction between systemic factors and child welfare interventions. For Black children disproportionately affected by structural disadvantages, early foster care placement may offer increased stability and access to support services that help mitigate some risks. Conversely, children who remain with their families may not receive sufficient resources or consistent monitoring to support developmental and educational success, reinforcing existing disparities.
The implications of this study extend beyond academic circles to inform CPS policy and practice. The researchers emphasize that fostering does not inherently cause harm and may in fact provide protective benefits when implemented early in a child’s life. Additionally, the findings point to critical gaps in services for children who remain in-home after maltreatment investigations. These children, while protected from removal, often receive fewer supports focused on their direct needs. CPS agencies traditionally prioritize safety and parental rehabilitation over holistic child development and early intervention services. This research underscores an urgent call for multidisciplinary collaborations to enhance wrap-around services for children in both foster and in-home settings, aiming to improve developmental trajectories system-wide.
The authors acknowledged inherent limitations of their work. The data derived exclusively from Wisconsin’s child welfare system may not generalize to other states with different demographics, CPS protocols, or foster care resources. Key details regarding the type, intensity, and duration of services provided to families, both in-home and within foster care, were unavailable, precluding a deeper understanding of the mechanisms driving observed outcomes. Further research is needed to delineate how specific caregiving environments, service quality, and intervention timing interact to influence child development.
Looking forward, the researchers advocate for studies that explore the varied pathways through which foster care placement impacts children’s cognitive and socioemotional development. Understanding “dosage” effects of services, caregiver stability, and quality of educational opportunities remains essential. Moreover, unpacking how intersecting oppressions and community contexts shape child welfare trajectories will be critical for designing equitable policies that prioritize positive outcomes for all children.
This groundbreaking investigation challenges negative stereotypes around foster care and underscores the importance of nuanced, evidence-based approaches to child protection in infancy. It aligns with a growing recognition that early childhood interventions, whether prevention or removal, must be thoughtfully crafted to enhance children’s opportunities for success. As child welfare agencies and policymakers grapple with balancing safety, family reunification, and developmental needs, these findings provide much-needed clarity and hope, suggesting that foster care, when appropriately timed and supported, can be a springboard rather than a barrier to academic and social achievement.
Funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development under the National Institutes of Health, the study represents a significant contribution to understanding how CPS involvement intersects with early childhood development trajectories. Its publication in Child Development offers wide accessibility to researchers, practitioners, and advocates committed to improving outcomes for vulnerable infants and their families.
For families, this research may alleviate some fear regarding foster care placement during infancy and highlight the importance of comprehensive support systems. For policymakers, it emphasizes the need to review and potentially expand service portfolios not only for children entering foster care but also for those who remain with their birth parents under CPS supervision. Ultimately, this study advocates for equity-driven, child-centered strategies that recognize the profound sensitivity of early childhood as a critical period for shaping lifelong academic and social success.
Subject of Research: People
Article Title: Foster Care Entry and Later Academic Achievement Among Infants Involved With Child Protective Services
News Publication Date: 20-Aug-2025
Web References: Not provided
References: Sattler, K., Font, S., & Panlilio, C. (2025). Foster Care Entry and Later Academic Achievement Among Infants Involved With Child Protective Services. Child Development. DOI: 10.1111/cdev.70008
Image Credits: Not provided
Keywords: Social sciences, Sociology, Social welfare, Demography, Age groups, Infants
