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Integrated Student Support Intervention Mitigates the Adverse Impact of School Mobility on Middle School Students' Achievement and Behavior

Haibin Jiang,
Noman Khanani,
Yan R. Leigh,
Mary E. Walsh

School mobility, compounding socioeconomic inequities, can undermine academic achievement and behavior, particularly during middle school years. This study investigates the effect of a school-based integrated student support intervention – City Connects – on the achievement and behavior of middle school students who experience school mobility. Using administrative data from a large, urban, public school district in the U.S., we apply student fixed effects and event studies methods to analyze the academic and behavioral performance of students changing schools. The results indicate that students who moved to schools implementing the City Connects intervention performed better academically and behaviorally than other students.

Keywords
School Mobility, Middle School, Integrated Student Support, Academic Achievement, Absenteeism
Education level
K-12 Education
Topics
Policy, Politics, and Governance
Tags
Student supports,
Middle schools,
Efficacy
Download 06/2023
Document Object Identifier (DOI)
10.26300/k3qx-j697
EdWorkingPaper suggested citation:
Jiang, Haibin, Noman Khanani, Yan R. Leigh, and Mary E. Walsh. (). Integrated Student Support Intervention Mitigates the Adverse Impact of School Mobility on Middle School Students' Achievement and Behavior. (EdWorkingPaper: -784). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/k3qx-j697

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