Homelessness and Student Outcomes by Gender, Race/Ethnicity, and School Level

Datos Bibliográficos

ID21581985
AutoresNayoung Hwang (0000-0002-5885-0409, University of New Hampshire, autor de correspondencia), Cole Chase (University of New Hampshire)
Año2026
Fecha de publicación2026-06-23
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Policy (JOURNAL)
Identificadores de la revistaISSN: 0895-9048 • E-ISSN: 1552-3896
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/08959048261458170
OpenAlexW7165616673
IdiomaEN
Referencias citadas45

A substantial number of U.S. students experience homelessness, yet our understanding of how homelessness shapes student outcomes is limited. We use 7 years of longitudinal data on Indiana students in kindergarten through eighth grade, including more than 40,000 students who experienced homelessness, to examine the associations between homelessness and academic and behavioral outcomes. Our data indicate that Black and low-income students are more likely to experience homelessness and for longer periods. Student fixed-effects models indicate that cumulative years of homelessness are associated with lower math and ELA achievement, as well as increased disciplinary incidents and absences. These associations are particularly pronounced for male, White, and middle school students, suggesting that in the context of homelessness, being male, White, and in older grades may function as risk factors for more adverse outcomes. Together, our findings underscore heterogeneous links between homelessness and adverse outcomes across student subgroups

Academic achievement · At-risk students · Context effect · Discipline · Longitudinal data · Longitudinal study · Diverse Education Studies and Reforms · Homelessness and Social Issues · Youth Substance Use and School Attendance