ERIC Number: ED436302
Record Type: RIE
Publication Date: 1999-Nov
The Relationship between Multiple School Transfers during Elementary Years and Student Achievement.
Kariuki, Patrick; Nash, Joanna
This study examined the relationship between multiple school transfers during elementary school and student academic achievement. Participating in the study were 105 sixth graders enrolled in a northeast Tennessee middle school. Data were collected by means of examination of school records to determine student mobility, and student scores on the Terra Nova Achievement Test (language, reading, mathematics, and overall composite). Four groups of students were identified: (1) 30 students randomly selected from the group of students who had transferred one time or not at all during the elementary school years; (2) 30 students randomly selected from those who had moved twice; (3) 17 students who had moved 3 times; and (4) 28 students who had moved more than 3 times. The findings revealed a significant correlation between multiple school transfers and student achievement scores. There were also significant differences in test scores between students who had transferred one time or less and students who had moved two times, three times, and more than three times. No other significant achievement differences were found among the four groups of students. It was concluded that students who remain in the same school or transfer only once have better academic achievement than more mobile students, and that after two moves, additional moves do not lead to further academic harm. (Contains 12 references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Mid-South Educational Research Association (Point Clear, AL, November 17-19, 1999).