This report describes the Kids Mobility Project, which was initiated by a group of local planners and researchers from various educational and community organizations in the Minneapolis, Minnesota area who wanted to learn more about the effects of changing residence on student achievement and adjustment. The project undertook two studies and a review of research on student mobility. The first study analyzed school data related to student achievement and mobility. It found that socioeconomic level, race, out-of-state birth, family structure, and attendance had a strong relationship to reading achievement test scores and residential moves. The second study analyzed interviews with 100 mostly low income families about the impact of moving. Families reported relentless and often futile searches for adequate, safe, and affordable housing, especially if they had large families. They were forced to stay with relatives or friends and sometimes experienced homelessness. Many said that frequent moves made it difficult for their children to adjust to new schools, friends, and neighborhoods, resulting in poor school performance and behavior. Followup reports from teachers showed poorer school attendance, school performance, and social and emotional adjustment for children with frequent moves. Recommendations and implications for public policy are presented. (SM)