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

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.