Residence, Migration, and School Progress

Abstract

This paper seeks to clarify the effects of migration on the age-grade progress of children in school. The analysis is based on 3,334 teenagers living in the households sampled in the national 1967 Survey of Economic Opportunity. Results support the main hypothesis that the detrimental effect of a move on children's progress in school is a positive function of the cultural difference between the previous and the current places of residence, but only among teenagers with less-educated parents.