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Does School Context Moderate the Relationship between Student Mobility and Academic Performance? Longitudinal Evidence from Missouri. EdWorkingPaper No. 25-1157

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  • معلومة اضافية
    • Availability:
      Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
    • Peer Reviewed:
      N
    • المصدر:
      60
    • Sponsoring Agency:
      James S. McDonnell Foundation (JSMF)
    • Education Level:
      Elementary Education
      Junior High Schools
      Middle Schools
      Secondary Education
      Early Childhood Education
      Grade 3
      Primary Education
      Grade 4
      Intermediate Grades
      Grade 5
      Grade 6
      Grade 7
      Grade 8
    • الموضوع:
      Student Mobility; Performance; Correlation; Urban Areas; Rural Areas; Suburbs; Regional Characteristics; Longitudinal Studies; Public Schools; Charter Schools; Elementary School Students; Middle School Students; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
    • الموضوع:
      Missouri (Saint Louis)
    • نبذة مختصرة :
      Student mobility is highly prevalent in the United States and has negative impacts on students' academic performance. Within-year mobility may be especially disruptive. However, research on the impacts of within-year mobility is limited, and less is known how impacts may vary across different geographies, such as differences between urban and suburban/rural areas. Thus, this study leverages longitudinal student-level data collected over nine years across five large counties with diverse geographic characteristics to investigate how within-year school mobility impacts academic performance over time. Using random-effect panel regression models results indicate that within-year mobility predicted significant declines in academic performance the following year. However, transferring to higher-performing schools initially led to poorer performance, with gradual improvement over time. Findings suggest that school context does matter. We provide implications for policy and practice.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2025
    • الرقم المعرف:
      ED671728