Incorporating Student Mobility in Studies of School Improvement: Comparing Two Cross-Classified Multiple Membership Models

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Assessment and Student Achievement in Schools

Abstract

Recent school improvement research has rich potential for advancing our understanding of relationships among factors that contribute to improvement in student learning. In this paper, we address the challenge of correctly incorporating student mobility in accounting for school growth in academic achievement. Cross-classified multiple membership (CCMM) models have been proposed to cumulate annual school effects on students’ growth better than common multilevel formulations by incorporating past schools and the current school in estimating growth at each measurement occasion. We compare two CCMM models with different weighting schemes in terms disentangling the temporal effect of earlier schools attended on subsequent growth from the incorrect temporal effect of later schools attended on student growth before the students actually moved to those schools.

Authors

• Ronald H. Heck, University of Hawaii - Manoa

• Tingting Reid, University of Hildesheim

• George Leckie, University of Bristol