Systems of care have demonstrated improved outcomes for students and families in a variety of domains. However, more information is needed about how these approaches can be used to support positive school functioning. In an effort to articulate and better understand how systems of care might be used in ways that complement the educational system, this article examines the educational profiles of a cohort of students at the time they entered a community-based system of care. Educational variables of interest included attendance, discipline, and grades. Logistic regression models revealed differences in terms of grades and discipline at enrollment. Implications for collecting data at entry and future research on systems of care and school functioning are presented.