ERIC Number: EJ1136917
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
School Mobility among Middle School Students: When and for Whom Does It Matter?
Psychology in the Schools, v54 n5 p487-503 May 2017
This study sought to understand the extent to which elementary or middle school mobility was associated with adverse middle school academic achievement and mental health and whether youth or contextual characteristics moderated associations. I contrasted elementary and middle school mobility to consider whether a recent school move or elementary school move mattered for current adjustment and achievement. Using a diverse sample of youth from a mid-sized urban school district (N = 1,651), results from propensity score weighted regression models indicated that middle school but not elementary school mobility was associated with deficits in achievement and mental health. Results differed notably for girls and boys. Girls who changed schools demonstrated more depressive symptoms and had lower achievement than similar girls who did not. Moderated effects were also evident by receipt of free or reduced price lunch. Results are discussed in terms of future research and school policies to support mobile youth.
Descriptors: Middle School Students, Elementary School Students, Academic Achievement, Regression (Statistics), Symptoms (Individual Disorders), Mental Health, Student Adjustment, Urban Schools, School Districts, Student Mobility, School Policy
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A