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The Hazards of Changing Schools for California Latino Adolescents [microform] / Russell W. Rumberger, Katherine A. Larson and Gregory J. Palardy
Bib ID 5624206
Format MicroformMicroform, BookBook
Author
Rumberger, Russell W
 
Description [Washington D.C.] : Distributed by ERIC Clearinghouse, 1998 
69 p. 
Summary

This report examines student mobility among California Latino adolescents. Latinos are now the largest ethnic group in the California schools; if student mobility is indeed a problem for both students and schools, it is important to understand the consequences of changing schools for Latino adolescents. Longitudinal data were studied for two samples. The first was a group of eighth graders from the National Education Longitudinal Study of 1988 who were surveyed from 1988 to 1994 (11,609 students, of whom 1,114 were from California in 1998). The second sample was 104 low-income, urban Latino seventh graders studied between 1990 and 1996. Using these data, this study examined the incidence, causes, and outcomes of student mobility, particularly during high school. Student mobility was found to be widespread in California as it is throughout the United States. In California, Latino students have mobility rates similar to those of non-Latino white students, although in the rest of the United States Latino students are more mobile than non-Latino white students. Urban Latino students are likely to transfer to other schools within the same district, and more than half of urban Latino transfers are from one comprehensive high school to another. Over half of all secondary school changes are made because of residential changes, but Latino students studied were twice as likely as white non-Latino students to change high schools for reasons other than moving. Twice as many Latino students as non-Latino white students changed schools because the students requested a change of schools. Third-generation Latino students were twice as likely to change schools as second-generation Latino students. California students who made even one nonpromotional school change between grades 8 and 12 were less likely to graduate from high school than students who remained at the same school. School dropouts were more likely to have changed schools than students who never dropped out of school. Implications for educational stakeholders are discussed, and policy recommendations are outlined. An appendix presents seven tables of study data. (Contains 17 tables, 10 figures, and 46 references.) (SLD)

Notes

Availability: Chicano/Latino Policy Project, Institute for the Study of Social Change, UC Berkeley, 2420 Bowditch Street, #5670, Berkeley, CA 94720-5670; Tel: 510-642-6903; Fax: 510-643-8844 ($5.00).

CLPP Policy Report, v1 n2 1998.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Achievement.  |  Adolescents.  |  Dropouts.  |  Educational Attainment.  |  Educational Mobility.  |  Grade 7.  |  Grade 8.  |  Hispanic American Students.  |  Hispanic Americans.  |  Secondary Education.  |  Secondary School Students.  |  Student Mobility.  |  Transfer Students.  |  Urban Schools.  |  Urban Youth.  |  Latinos  |  California National Education Longitudinal Study 1988
Form/genre Collected Works, Serials.  |  Reports, Research.
Other authors/contributors Larson, Katherine A., author  |  Palardy, Gregory J., author  |  Ream, Robert K., author  |  Schleicher, Nina C., author  |  California Univ., Berkeley. Inst. for the Study of Social Change
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