ERIC Number: EJ1127843
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
When Children Move: Behavior and Achievement Outcomes during Elementary School
Lleras, Christy; McKillip, Mary
Journal of Educational Research, v110 n2 p177-187 2017
School moves are common during elementary school in the United States. The authors address whether changing schools and residences affects the academic and behavioral development of young students. Utilizing data from the Early Childhood Longitudinal Study, the regression analyses show that, after controlling for prior achievement and behavior, students who experience nonroutine school changes, especially coupled with residential changes, are more likely to develop internalizing and externalizing behavior problems, are less engaged in classroom activities, and have slower reading growth compared to stable students.
Descriptors: Elementary School Students, Student Behavior, Learner Engagement, Academic Achievement, Children, Longitudinal Studies, Surveys, Regression (Statistics), Behavior Problems, Class Activities, Comparative Analysis, Student Mobility, Grade 1, Grade 3, Followup Studies, Elementary School Teachers, Kindergarten, Preschool Teachers, Item Response Theory, Reading Achievement, Mathematics Achievement
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 3; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A