Youth with foster care experiences (i.e., foster care alumni) have poor educational attainment outcomes (Texas Education Agency, 2021). These poor outcomes compound earlier disadvantages and have individual and collective consequences. Annually, approximately 20,000 youth are emancipated from foster care in the United States (National Youth in Transition Database, 2023). Only 75% reported receiving a high school diploma or GED by 21 and 4% reported completing a postsecondary credential. Meanwhile, by 21 only 55% reported part-time or full-time employment, 44% experienced homelessness at some point after leaving care, and 31% received public assistance. This situated the problem of poor educational attainment for foster care alumni within the American Academy of Social Work and Social Welfare's Grand Challenge to achieve equal opportunity and justice. To explore this problem and develop a solution, Liedtka and Ogilvie's (2011) methodology presented in Designing for Growth was used. The methodology outlines 15 steps to create innovative solutions for challenging social problems. Based on this methodology, a dual credit solution was proposed. Dual credit and early college high school models have potential to improve postsecondary credential attainment outcomes for foster care alumni. Changing these educational outcomes can lead to better employment opportunities, lower instances of homelessness, and decreased use of public assistance (National Youth in Transition Database, 2023). New solutions like introducing foster youth to postsecondary education during high school instead of after emancipation should be cooperatively explored. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]