LAUSR

Abstract Several nationwide and state-level programs exist to help the educational achievement and scholastic performance of foster children. However, most non-parental care is actually provided by grandparents. Prior research concerning the academic achievement and behaviors of custodial grandchildren is limited, with most current research using children raised by their parents as a comparison group. This study sought to compare custodial grandchildren instead to foster children, as they share similar background characteristics and circumstances for alternative care. The current study hypothesized that positive parenting practices would increase academic performance, and that differences would exist between foster children and custodial grandchildren in academic achievement. Secondly, it was hypothesized that caregiver role would moderate the relation between positive parenting practices and academic achievement. These hypotheses were mostly supported, in that custodial grandchildren were rated as having higher levels of self-control, persistence, and academic self-efficacy related to school. Beyond academic achievement, custodial grandchildren were reported as having less instances of behavioral misconduct. Additionally, caregiver type was found to be a significant moderator. These findings may help inform parenting practices and school interventions to better support children raised by non-parental caregivers.