Elementary School-Age Children's Residential Mobility and Academic Outcomes

• In Event: From COVID-19 to Peer Relationships and Beyond: Disruptions to the Academic Rhythm and Student Engagement

Abstract

Residential mobility can interrupt a student’s academic rhythm during the elementary school years, an interruption that may matter more for younger children and those from families experiencing economic adversity. Using a low-income subsample from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011, this study explored the relationship between the frequency and timing of residential mobility during the elementary school years and students’ fifth grade academic outcomes. Counter to expectations, we found that the frequency and timing of residential mobility was not associated with elementary school students’ fifth grade academic outcomes. Implications for research design and for policymakers using residential mobility as a trigger for student services are discussed.

Authors

• Jeffrey Yo, University of California - Los Angeles

• Anna J. Markowitz, University of California - Los Angeles

• Rashmita Mistry, University of California - Los Angeles