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ERIC Number: ED563118
Record Type: Non-Journal
Publication Date: 2013
Pages: 10
Abstractor: ERIC
Reference Count: 14
Examining Variation in Effects of Student Mobility Using Cross-Classified, Multiple Membership Modeling
Rose, Bess A.
Society for Research on Educational Effectiveness
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.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: Annie E. Casey Foundation; Institute of Education Sciences (ED)
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
IES Funded: Yes
Grant or Contract Numbers: R305B080020