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ERIC Number: ED554116
Record Type: Non-Journal
Publication Date: 2013
Pages: 91
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-4212-3
ISSN: N/A
The Effects of Intradistrict School Mobility and High Student Turnover Rates on Early Reading Achievement
LeBoeuf, Whitney A.
ProQuest LLC, Ph.D. Dissertation, University of Pennsylvania
A number of studies have identified school mobility as one form of school disengagement that is disproportionately harmful for young children enrolled in large urban districts. However, there is substantial variation in these findings, with some studies actually evidencing positive associations between school mobility and academic outcomes (Mehana & Reynolds, 2004; Reynolds, Chen, & Herbers, 2009). Researchers have attributed these highly variable results to a lack of precision in the research to date. This research has not sufficiently accounted for variance in the findings associated with (a) studying children at different stages of development, (b) cumulative effects across time, (c) distinctive student characteristics, and (d) exposure to different levels of student turnover rates in a school (Mehana & Reynolds, 2004; National Research Council and Institute of Medicine, 2010). The primary aim of this study was to respond to these research limitations from a development-ecological perspective by assessing the concurrent (recent), cumulative (number of moves), and contextual (high student turnover rates) effects of intradistrict school mobility on early reading achievement. This was accomplished using longitudinal administrative school records for an entire cohort of students enrolled in a large urban district from first through third grade. Findings indicated that students with a concurrent intradistrict school move had lower reading achievement scores at the end of each grade compared to children who did not change schools, particularly for the most economically disadvantaged students. Cumulative intradistrict school mobility was also associated with poor reading achievement by the end of third grade, with disproportionate negative effects for African American students. Students enrolled in schools with high turnover rates demonstrated worse reading achievement after accounting for individual school mobility experiences, and this effect worsened as children reached third grade. The evidence from this study suggests that the population of students making intradistrict school moves needs to be a priority for educational policymakers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A