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How Does Early Achievement Predict Within-Year Student Mobility? Longitudinal Evidence from Missouri

Margaret K. Wallace,
Jason Jabbari,
Yung Chun,
Takeshi Terada,
Somalis Chy

Student mobility that occurs within a school year may be especially disruptive for student outcomes, yet little is known regarding the predictors of within-year mobility. In particular, research has yet to comprehensively examine the role of student achievement in predicting within-year student mobility. Thus, we sought to understand this link by examining longitudinal 3rd – 8th grade student- and school-level data. We conducted (1) random effect panel regression models to consider the ways in which student achievement in math and English and language arts (ELA) predict within-year student mobility and (2) survival models to examine these mobility patterns over time. We found that achievement levels were significantly associated with student mobility and that low achievement in 3rd grade had lasting effects on student mobility. We close with implications for policy and practice.

Keywords
Student mobility, achievement, predictors of mobility, survival analysis
Education level
K-12 Education
Topics
Student Learning
Tags
Elementary schools,
Middle schools,
Neighborhoods
Download 03/2025
Document Object Identifier (DOI)
10.26300/a1ae-jj25
EdWorkingPaper suggested citation:
Wallace, Margaret K., Jason Jabbari, Yung Chun, Takeshi Terada, and Somalis Chy. (). How Does Early Achievement Predict Within-Year Student Mobility? Longitudinal Evidence from Missouri. (EdWorkingPaper: -1155). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/a1ae-jj25

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