Characterising academically At-Risk students using vital birth records: A Population-Based examination

Abstract

We applied a child-focused, longitudinal approach to characterising academically at-risk elementary school students using linked birth and educational records. Following a statewide cohort of children born in California in public school records through grade 5 (n = 722 072) to document identification as a homeless, foster and/or special education (i.e. academically at-risk) student, we found that one in every six students were classified as academically at-risk at least once during elementary school––two times annual counts. Strong associations between sociodemographic characteristics observable at birth and future adversities recorded in school records suggest these vulnerabilities should be considered together when providing supports.