Moderating Effect of the Teacher-Child Relationship on Early Elementary School-Age Children’s Residential Mobility and Academic Outcomes

• In Event: Division D Graduate Student in Progress Research Gala

Abstract

Residential mobility is common in the United States. Researchers have documented how residential moves can be especially disruptive if they occur during the early elementary school years. Teachers play an important role in buffering or exacerbating the negative effects of residential mobility on children’s development in early elementary school. This study will use a sample of 5,320 children from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 to examine grade-by-grade associations between the frequency and timing of residential moves in early elementary school on students’ academic outcomes in fifth grade, and how teacher-child relationships can influence these associations.

Author

• Jeffrey Yo, University of California - Los Angeles