Download or read book The Impact of Student Mobility on Middle School Academic Achievement written by Donna P. Burd and published by . This book was released on 2003 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Mobility written by Institute of Medicine and published by National Academies Press. This book was released on 2010-04-09 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many low-income families struggle with stable housing and frequently have to move due to foreclosures, rent increases, or other financial setbacks. Children in these families can experience lasting negative effects, especially those who are young and still developing basic learning and social skills. A joint NRC-IOM committee held a workshop in June 2009 to examine these issues, highlight patterns in current research, and discuss how to develop a support system for at-risk children.
Download or read book An Investigation of Student Mobility and Academic Achievement Among North Carolina Middle School Students Enrolled in Cumberland County Schools written by Susan Lloyd Byerly and published by . This book was released on 2008 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The major purpose of this study was to determine if there is a difference between student mobility and academic achievement as measured by the North Carolina End-of-Grades (EOG) Tests in Reading and Mathematics among North Carolina middle-school students in Cumberland County schools. A secondary purpose of this study is to examine the difference between reading and mathematics EOG test scores of mobile and non-mobile middle school students by gender and race. This study focuses on the issue of student mobility and its impact on academic achievement as measured by the North Carolina End-of-Grade Test in reading and mathematics. The population of the study was comprised of a cohort of 476 middle school students over a four-year period in the Cumberland County School System. Students were identified as mobile if they had changes other than promotional moves, for example elementary to middle school. Non-mobile were identified as those students who made only promotional moves. All students in the study were from single family homes and were also identified as socio-economically disadvantaged at the beginning of the study. The study explored a non-experimental two group comparison design using existing data. Seemingly, this study, in spite of its limitations, has added to the body of existing literature providing interesting insight to the effects of multiple moves on end of grade test results. Middle school students who were classified as mobile exhibited a significantly lower performance on the EOG tests for reading and math. Mobility, beyond the transition from elementary school to middle school, appears to have a negative effect on performance on high stakes accountability testing such as the EOG tests in reading and math. This was observed at all grade levels where data was collected. The effect of mobility on the performance on EOG reading and math tests was also examined as it affects the performance of males and females. Males were observed to perform significantly better on the reading EOG tests. Their performance on the EOB math test was varied. Finally, the effect of mobility on middle school students' performance on EOG reading and math tests was examined as it related to race. White mobile students scored higher than Black mobile middle school students on the EOG reading and math tests.
Download or read book The Impact of Student Mobility on Urban School Districts written by Mary Margaret Bourque and published by . This book was released on 2008 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Student mobility is the constant flow of students enrolling in and transferring out of a school or school district throughout the school year. High student mobility negatively impacts the mobile and non-mobile students as well as the larger school community. The constant state of flux caused by high rates of student mobility in urban schools prevents schools from providing consistent and coherent instruction to both the mobile and the non-mobile student populations. Consequently, urban schools are disproportionately failing to close the achievement gap between advantaged and disadvantaged student populations. To date, education reform initiatives have failed to address student mobility and the implications for academic achievement and accountability. Student mobility remains unrecognized as a serious problem that impacts all aspects of urban education reform and contributes to the gap in achievement between advantaged and disadvantaged students. This descriptive, mixed methods study examines the extent, causes, and consequences of student mobility on urban school districts in Massachusetts. The research codifies the concepts, terms, and student mobility formula and establishes statewide benchmarks for intradistrict and interdistrict comparisons. School districts were categorized as having student populations that were mobile, highly mobile, and hypermobile. Following a quantitative analysis of factors in relation to student mobility statewide, this study examines the urban school district of Chelsea, Massachusetts, to determine the extent, causes, and consequences of high student mobility at the school and classroom levels. From the case study emerges evidence that highly mobile students are generally lower performing academically compared to non-mobile counterparts; students leaving the school district tend to be students of higher academic achievement than those students entering the school district; and the higher performing students have a greater percent of time in the school district. Furthermore, research reveals high student mobility negatively impacts the mobile student, non-mobile student, and the entire educational community. Findings from the study have implications for policy and practice.
Download or read book Effect of Student Mobility on Academic Achievement of Students at Cascade Junior High School written by Karen Lynn Van Selus Carlson and published by . This book was released on 1977 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Mobility written by Jane Stavem and published by Rowman & Littlefield. This book was released on 2014-09-17 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student mobility is an issue that affects school districts large and small across the nation. Schools can do very little to control the causes of mobility, but a great deal can be done to reduce the negative effects for mobile students through effective planning and consistent practices. Schools must focus on collaborative efforts to provide a welcoming environment for all families, assuring a positive transition for every student at any point during the school year. Mobility is rarely convenient or planned. Children are not in control of the choices that result in frequent school changes. Our job as educators is to help all students effectively transition into new schools, making connections with other students, staff members, and the community. In doing so, they are given the best chance of social and academic success for however long they are in our care.
Download or read book The Multiple Dimensions of Student Mobility and Implications for Academic Performance written by Amy Ellen Schwartz and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this report is threefold: First to develop measures of alternative types of student mobility; second to document the magnitudes of each type of mobility in aggregate and by student income, race/ethnicity, and immigrant status; and third to analyze how mobility of different types affects student academic performance. Although mobility is an oft discussed phenomenon, inadequate attention has been paid to the alternative ways that it can be defined, how the alternatives differ and which alternatives appear to be of sufficient size to be of consequence to policy and practice. Previous research on mobility often focuses on the impact of changing schools on an individual's academic achievement. As an example, Hanushek, Kain and Rivkin (2004) find that switching schools is harmful to student growth in performance in the year following a switch, even when switching is required because students reach the top grade offered at their school. Other researchers find that academic performance is lower among students who have changed schools in previous years, whatever the reason, (Alexander et al, 1996; Rumberger and Larson, 1998; Swanson and Schneider, 1999). Relatively little attention has been paid in the existing quantitative analyses to distinguishing between different types of mobility i.e., midyear vs. between year; annual vs. cumulative. By providing district level statistics on alternative types of student mobility, this report may help policymakers decide which types of student mobility are important for districts to report regularly. Defining alternative measures may help both policymakers and researchers identify the types of mobility that are the most harmful to student performance and effectively design and target interventions. The main findings of this study are that there is considerable mobility into grades 2 through 8 from outside the New York City school district, across schools, across years for students staying in the district, and some mobility even across schools within academic years. Furthermore, over time, between 6% and 7% enter into each grade of a cohort, and students move several times over their schooling history in the city district. In addition, the entrants and frequent movers have characteristics that are generally associated with harder to educate children. Finally, student mobility has a consistently negative effect, ceteris paribus, on 8th grade reading scores, although the statistical significance of the effect is sensitive to the specification used in the analysis. The report is organized as follows. In the second section, we describe the sources of data. In this section, as throughout the report, we present more detailed information in a separate box in the text. The third section introduces alternative measures of student performance, the fourth section presents magnitudes of annual mobility, and the fifth section does a cumulative mobility analysis. The sixth section analyzes moves in terms of the characteristics of new schools and moves coincident with significant moves in student residence, as measured by zip code changes. The seventh section analyzes the effects of alternative measures of mobility on student performance for New York City (NYC) elementary and middle school (hereafter primary schools) students and the last section concludes.
Download or read book An Examination of Student Mobility in U S Public Schools written by Kailey Spencer and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student mobility--the event of students moving into and out of schools--is prevalent and has established negative relationships with both academic and non-cognitive outcomes for mobile students and the classrooms and schools that serve them. Despite this, there is a dearth of research examining student mobility, and, in particular, only a sparse literature that allows for causal interpretations of the causes and consequences of student mobility. The research presented in this dissertation aims to address some of the gaps in the literature on student mobility. Chapter one of the dissertation presents a framework that defines student mobility and outlines the relationships between causes and consequences of mobility within different contexts. Chapter two uses the Early Childhood Longitudinal Study-Kindergarten cohort to explore student- and school-level correlates of mobility, as well as relationships between mobility and academic achievement. In chapters three and four, I empirically examine student mobility in the context of charter schools. In chapter three I use data from the Evaluation of Charter School Impacts to estimate the effect of charter school admissions and attendance on student mobility. Chapter four uses statewide data from Colorado to explore student mobility within the traditional and charter school sectors. Together I find that: 1) rates of mobility vary based on student background characteristics and indicators of school quality, 2) students who won admissions to charter middle schools were less likely to experience mobility than their peers who lost admissions lotteries, 3) mobility rates in Colorado's charter schools are higher than in TPSs in the state, both descriptively and after controlling for school characteristics, and 4) the motivation for student mobility and the relative quality of students' sending and receiving schools are important moderators of mobility's relationship with student achievement.
Download or read book The Effects of Student Mobility on Academic Achievement in a Suburban School District written by Claudia Kirkland-Lyles and published by . This book was released on 1994 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Student Mobility on Academic Achievement written by Danielle M. Stenglein and published by . This book was released on 2007 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The number of highly mobile students in the world today is continuing to rise. More studies are being conducted to demonstrate the effects that mobility has on students, classrooms, schools, and communities. Mobility impedes both student learning and instruction. The causes and consequences of student mobility are far more serious than educators, district representatives, policymakers, and parents ever expected. There are many factors that lead to the rise in student mobility: family relocation, policies and actions of school districts such as open enrollment, overcrowded schools, and zero tolerance policies, that can lead to voluntary and/or involuntary school moves. Due to a number of increasing factors for student mobility, it is critical that schools and communities find ways to decrease student mobility and increase the academic success for mobile students."--leaf 4.
Download or read book The Impact of Student Mobility of Texas Public School Accountability Ratings written by Robin Ann Champagne and published by . This book was released on 2008 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior research revealed that student mobility may have an effect on student achievement and school accountability ratings. The purpose of this study was to determine the impact of student mobility on the accountability ratings of middle schools in Texas. Student data, including socioeconomic status, at-risk status, and ethnicity, were collected from the 2006-2007 Academic Excellence Indicator System (AEIS), in addition to eighth-grade performance on the Texas Assessment of Knowledge and Skills (TAKS), specifically reading and mathematics. Student mobility data were collected from the Public Education Information Management System (PEIMS). Campus data were collected on campus mobility percentage and campus accountability ratings, with percentage of economically disadvantaged student and percentage of at-risk students serving as control variables. Single-classification analysis of covariance and two-way analysis of covariance were conducted to (a) determine whether a relationship existed between student mobility and school accountability ratings of middle schools in Texas, and (b) determine whether there was a difference in student achievement between mobile and nonmobile students. The test revealed that a relationship existed between student mobility and the accountability ratings of middle schools in Texas. The findings of the study revealed a difference in student achievement for mobile and nonmobile students in both reading and mathematics. Nonmobile students scored higher on TAKS Reading and Mathematics than their mobile counterparts when controlling for socioeconomic and at-risk classifications. This study confirmed that student mobility is an important factor when evaluating student performance and a school's accountability rating. Findings of this study support the exclusion of the student performance data of mobile students from the campus and district accountability standards, regardless of when that move occurred. The findings of this study would also suggest that a more appropriate measure for campus and district performance for highly mobile student populations would provide information about student achievement over time, measuring student performance on one or more assessments from year to year rather than a once-a-year high stakes assessment.
Download or read book Assessment and Assimilation written by Donna Fales Power and published by . This book was released on 2012 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student mobility is the process of describing how children move from one school to another for reasons other than promotion. Highly mobile students are defined as students who move six or more times during their school career. Schools that experience the constant flow of students moving in and out struggle with delivering consistent and effective instruction for both the stable and the highly mobile student. The effects that highly mobile students have on academic achievement and accountability have failed to be addressed by education reform initiatives. The results of student mobility continue to go unnoticed and remain a serious problem that impacts all aspects of education reform, contributing to the gap in achievement between the advantaged and disadvantaged. This dissertation examined the effectiveness of the Assessment and Assimilation Program, which was designed to support highly mobile students entering Best Middle School. In the study, student data from Best's highly mobile students (transcripts, discipline reports, and attendance reports) were used to measure the relationship between academic achievement (improved grades), attendance (increased time in school), and discipline (decrease in negative referrals) after attending Assessment and Assimilation at Best Middle School.
Download or read book Student Mobility on the Rise written by Alisha J. Cloer and published by . This book was released on 2014 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Extensive literature on the problems in our country's education system exists; however, little attention has been given to high classroom student turnover at the state and federal levels (Hartman, 2002). Largely, research suggests mobility as being one of several interrelated factors which have an effect on students and the level of success experienced in school. Poverty is a prevailing factor in much of the student mobility research. Children in poverty are most likely to be mobile because their parents are moving from place to place to avoid rent, and they often become homeless. Some researchers say poverty is the cause of lower student success because these students grow up with less language exposure and less life experiences (Ashby, 2010; Kerbow, 1996; Nelson, Simoni, & Howard, 1996; Robertson, 1999; Xu, Hannaway, & D'Souza, 2009). In analyzing the variables surrounding mobility, Rumberger (2002) acknowledged studies have found mobility to be "more of a symptom than a cause of poor school performance" (p. 2). -- When considering documented research and the relationship between poverty and student mobility, it is unclear to what extent each factor may independently affect a student's academic career. With mixed results throughout the research examining the relationship between student mobility and school success, analyses have shown a correlation between mobility and levels of student academic achievement. -- The purpose of this study was to examine the relationship of student mobility and other factors such as behavior and attendance on student achievement in a rural elementary school in North Carolina (p. 3). In this study, student mobility is defined as official student enrollment and attendance at more than one school. This study inspected historical data of mobile and nonmobile students in Grades 4 and 5 in school years 2011-2012 and 2012-2013. The researcher compared the data between students who were mobile and those who were nonmobile in an effort to raise awareness of the possible effects of students attending multiple schools. Interviews of classroom teachers were conducted to assess trends in teacher perceptions on the effects of mobility. The study resulted in recommendations of processes and strategies for implementation to assist mobile students as they enter and exit the school in this study.
Download or read book Student Mobility and Academic Achievement written by Ohio. Department of Education and published by . This book was released on 1998 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Learning Communities written by Douglas Fisher and published by ASCD. This book was released on 2020-11-25 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic collaborative learning can thrive everywhere. In this book, educators Douglas Fisher, Nancy Frey, and John Almarode explain how to create and sustain student learning communities by - Designing group experiences and tasks that encourage dialogue; - Fostering the relational conditions that advance academic, social, and emotional development; - Providing explicit instruction on goal setting and opportunities to practice progress monitoring; - Using thoughtful teaming practices to build cognitive, metacognitive, and emotional regulation skills; - Teaching students to seek, give, and receive feedback that amplifies their own and others' learning; and - Developing the specific leadership skills and strategies that promote individual and group success. Examples from face-to-face and virtual K–12 classrooms help to illustrate what SLCs are, and teacher voices testify to what they can achieve. No more hoping the group work you're assigning will be good enough—or that collaboration will be its own reward. No more crossing your fingers for productive outcomes or struggling to keep order, assess individual student contributions, and ensure fairness. Student Learning Communities shows you how to equip your students with what they need to learn in a way that is truly collective, makes them smarter together than they would be alone, creates a more positive classroom culture, and enables continuous academic and social-emotional growth.
Download or read book The Effects of Student Mobility on Academic Achievement in English Language Arts and Mathematics in the Elementary Grades written by David Eric Olson and published by . This book was released on 2006 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining Variation in Effects of Student Mobility Using Cross Classified Multiple Membership Modeling written by Bess A. Rose and published by . This book was released on 2013 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the effectiveness of educational interventions usually is based on samples of students who remain in the same school over time. In contrast, most students transfer schools at least once during their K-12 school career, not including normative transfers such as those from elementary to middle school (Rumberger, 2002). Even when looking at just the two years prior to the 1998 NAEP, one-third of fourth graders, 19 percent of eighth graders, and 10 percent of twelfth graders had changed schools at least once (Rumberger, 2002). Mobility is higher among low-income and minority populations (Rumberger, 2002). While many studies have investigated the relationship of student mobility with achievement (Alexander, Entwisle, & Dauber, 1996; Reynolds, Chen, & Herbers, 2009; Rumberger & Larson, 1998; Tucker, Marx, & Long, 1998), the degree to which this relationship might vary among schools has not been fully investigated; in other words, are some schools more effective with mobile students than others? Data for the current study were obtained from a prior study of student mobility in a mid-Atlantic state that took place in 2001-2003. (A full description is available in Rogers, 2004.) This study examined complete school history data from a statewide sample of students in order to investigate the relationship between mobility and reading achievement in the sixth year of schooling. Cross-classified, multiple membership models were used to accurately account for students' membership in multiple schools during Year 6 as well as prior years. The relationship between mobility and reading scores was found to be non-significant on average, but examination of the variance components revealed that the impact of student mobility on reading achievement varied significantly among schools. Furthermore, the covariance estimate suggests that mobility gaps are especially large in schools with higher overall levels of achievement. This suggests that further research is necessary that more closely examines the contextual effects of mobility. Tables are appended.
