Research documents that transient students who change schools frequently oftensuffer from low academic achievement. This article investigates standardized group measures by disentangling elementary achievement scores. Located in a highly transient area outside of Philadelphia, Pennsylvania, Main Street School had their fifth grade Pennsylvania System of School Achievement scores disentangled in an effort to analyze their transient students' levels of achievement. The data suggest that the higher the rate of mobility the lower the academic test scores, leading one to believe learning is occurring at a faster rate for those students who have remained in a stable educational environment. Conclusions based on the present data are shared and recommendations for curricular and methodological changes are provided.