Student Mobility: A Negligible and Confounded Influence on Student Achievement

Abstract

Abstract Studies examining the effect of student mobility on achievement test scores were reviewed. Other risk factors, such as low family income and ethnic minority status, were often found to influence mobility equally. Scores from selected grade levels in an urban, midwestern school district were collected, using a nationally normed, standardized test and state assessments in reading and mathematics. Low achievement scores were associated more highly with internal mobility (students moving within the school district) than with external mobility (students moving into or out of the school district). However, mobility was determined to be confounded with family income and ethnic category membership and have less effect than either of those 2 factors. Implications for state-level policy decisions were considered.