scholarly journals Understanding school mobility and mobile pupils in England

2021 ◽  
Author(s):  
Clara Rübne Jørgensen ◽  
Thomas Perry
Keyword(s):  
School Mobility

Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity

2021 ◽  
pp. 001312452110045
Author(s):  
Jie Min
Keyword(s):  
Academic Achievement ◽  
Asian American ◽  
School Mobility ◽  
Student Groups ◽  
Asian American Students ◽  
Math Scores ◽  
American Students ◽  
Reading And Math ◽  
Multiple Membership ◽  
Racial Ethnic

The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings confirmed that, for all student groups, academic achievement was affected more by within-year school mobility than between-year school mobility. Black students had the highest mobility rates, both for between- and within-year mobility. Although Asian-American students achieved higher reading and math scores on average, they were more negatively impacted by within-year school mobility compared to other groups. The current study was able to pinpoint the students most at risk for negative outcomes following within-year mobility. The findings are discussed in the context of policy recommendations that can be adopted by school districts.

Hypermobility and Educational Outcomes: The Case of St. Louis

2016 ◽  
Vol 53 (6) ◽  
pp. 774-805 ◽  
Author(s):  
Molly W. Metzger ◽  
Patrick J. Fowler ◽  
Todd Swanstrom
Keyword(s):  
Urban Education ◽  
Public Schools ◽  
Low Income ◽  
Educational Outcomes ◽  
Urban Neighborhoods ◽  
High Rate ◽  
School Mobility ◽  
Mobility Rate ◽  
School Year

The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of the current approaches to this challenge, and propose additional policy and program solutions.

scholarly journals School Mobility and Its Impact on Student Health—Reply

2019 ◽  
Vol 173 (5) ◽  
pp. 497
Author(s):  
Rebecca N. Dudovitz ◽  
Paul J. Chung ◽  
Mitchell D. Wong
Keyword(s):  
Student Health ◽  
School Mobility

scholarly journals Teacher–child relationships in the context of poverty: the role of frequent school mobility

2018 ◽  
Vol 24 (1) ◽  
pp. 25-46 ◽  
Author(s):  
Rachel D. McKinnon ◽  
Allison Friedman-Krauss ◽  
Amanda L. Roy ◽  
C. Cybele Raver
Keyword(s):  
School Mobility

scholarly journals Predictors and consequences of school mobility in middle childhood

2021 ◽  
Vol 76 ◽  
pp. 101309
Author(s):  
Deborah Lowe Vandell ◽  
Megan Kuhfeld ◽  
Elizabeth T. Gershoff ◽  
Robert Crosnoe
Keyword(s):  
Middle Childhood ◽  
School Mobility

scholarly journals School mobility and developmental outcomes in young adulthood

2013 ◽  
Vol 25 (2) ◽  
pp. 501-515 ◽  
Author(s):  
Janette E. Herbers ◽  
Arthur J. Reynolds ◽  
Chin-Chih Chen
Keyword(s):  
High School ◽  
Grade Retention ◽  
Academic Career ◽  
Depression Symptoms ◽  
Occupational Prestige ◽  
School Mobility ◽  
Young Adult Outcomes ◽  
12Th Grade ◽  
Achievement Behavior ◽  
Using Data

AbstractSchool mobility has been shown to increase the risk of poor achievement, behavior problems, grade retention, and high school dropout. Using data over 25 years from the Chicago Longitudinal Study, we investigated the unique risk of school moves on a variety of young adult outcomes including educational attainment, occupational prestige, depression symptoms, and criminal arrests. We also investigated how the timing of school mobility, whether earlier or later in the academic career, may differentially predict these outcomes over and above associated risks. Results indicate that students who experience more school changes between kindergarten and 12th grade are less likely to complete high school on time, complete fewer years of school, attain lower levels of occupational prestige, experience more symptoms of depression, and are more likely to be arrested as adults. Furthermore, the number of school moves predicted outcomes above and beyond associated risks such as residential mobility and family poverty. When timing of school mobility was examined, results indicated more negative outcomes associated with moves later in the grade school career, particularly between 4th and 8th grades.

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