03622cam a22004812u 4500001000800000005001700008007001400025008004100039035002000080037001900100040002700119088001600146091000800162100002600170245008400196260009200280300000900372490001700381500033100398500009900729500004300828520149300871530007902364533008102443650003302524650003102557650003902588650004302627650003102670650002802701650003202729650002302761650003302784650002402817650003802841650002902879653001702908655003002925655003802955710006802993856003703061984004203098569332020181018165415.0he u||024||||080220s2002 xxu ||| b ||| | eng d 9(ericd)ED466314 aED466314bERIC aericdbengcericddMvI aEDO-PS-02-1 amfm1 aRumberger, Russell W.10aStudent Mobility and Academic Achievementh[microform] /cRussell W. Rumberger. aChampaign, IL :bERIC Clearinghouse on Elementary and Early Childhood Education,c2002. a4 p.0 aERIC Digest. aAvailability: ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu. For full text: http://ericeece.org/pubs/digests.html.5ericd aSponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.5ericd aContract Number: ED-99-CO-0020.5ericd aStudent mobility--students moving from one school to another for reasons other than being promoted to the next school level-is widespread in the United States. This digest examines the research on the academic consequences of mobility for elementary school students and discusses what schools and parents can do to mitigate the possible negative effects of changing schools. The digest notes that studies that do not control for the background characteristics of students consistently find that mobile students have lower achievement on average than non-mobile or stable students. Studies that do account for background differences, however, find that mobility may be more of a symptom than a cause of poor school performance. Other studies noted indicate that only frequent moves-three or more-predicted grade retention, and that mobility during elementary school as well as during high school diminishes the prospects for graduation. The digest then offers suggestions for helping to reduce unnecessary mobility and to mitigate its harmful effects at the district, school, and parent/student level. The digest concludes by noting that although a substantial body of research suggests that students may be affected psychologically, socially, and academically from changing schools, the impact of mobility depends on such factors as the number of school changes, when they occur, the reason for the changes, and the student's personal and family situation. (Contains 15 references.) (HTH) aMay also be available online. Address as at 14/8/18:uhttps://eric.ed.gov/ aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.17aAcademic Achievement.2ericd07aAdministrator Role.2ericd07aElementary School Students.2ericd07aElementary Secondary Education.2ericd07aFamily Environment.2ericd07aFamily Mobility.2ericd07aPerformance Factors.2ericd07aPrevention.2ericd07aResearch Methodology.2ericd07aSchool Role.2ericd07aSecondary School Students.2ericd17aStudent Mobility.2ericd0 aERIC Digests 7aERIC Publications.2ericd 7aERIC Digests in Full Text.2ericd2 aERIC Clearinghouse on Elementary and Early Childhood Education.41uhttps://eric.ed.gov/?id=ED466314 aANLcmc 2253 ED466314d77000000463299