Abstract Children are increasingly entering foster care due to primary or secondary neglect in the home environment. They provide a unique opportunity to examine the relationship between learning and extrascholastic environments. Achievement and intelligence scores were obtained for 3483 school‐age children during the first 30 to 60 days of foster care placement. Results showed average to low‐average mean achievement and IQ, with primary academic deficits in basic skill areas. One or more severe (≥1.75 SD) regressed discrepancies was found for 25.4% of children, and 76.6% showed one or more areas of academic underachievement (≤25th percentile). Results are interpreted as supporting interactional models of learning disability etiology that recognize environmental, neurologic, instructional, and behavioral variables. © 2001 John Wiley & Sons, Inc.
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