How Does Early Achievement Predict Within-Year Student Mobility?

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Student Learning and Outcomes: Language, Mobility, and Coping (Table 5)

Abstract

Unstructured student mobility is highly prevalent in the earlier years of schooling. Student mobility that occurs within-year may be especially disruptive for student outcomes, yet little is known regarding the predictors of within-year mobility. In particular, little work exists that examines the role of student achievement in predicting within-year student mobility. Thus, using a longitudinal 3rd – 8th grade student and school-level data, we use (1) random effect panel regression models to consider the ways in which student achievement in math and English and language arts (ELA) predict within-year student mobility and (2) survival models to examine these mobility patterns over time. Results show achievement levels were significantly associated with student transfers.

Authors

• Margaret K. Powers, Washington University in St. Louis

• Jason F. Jabbari, Washington University in St. Louis

• Yung Chun, Washington University in St. Louis

• Takeshi Terada, New Mexico Public Education Department

• Somalis Chy, Washington University in St. Louis