Student Mobility (kids who change schools often)

Reaven Caceres

Most families in America have the luxury of remaining in the same place throughout their lives and growing up with the same people. However, others are not so lucky and have to move around several times before finally being able to settle down.

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Student mobility is when a student changes from one school to another for various reasons at any point, but especially during a school year whether it be for voluntary or involuntary reasons (Sparks, 2016). Student mobility could be due to things such as parents getting a new job, schools being rezoned, and expulsion or suspension policies (Rumberger, 2003). Other reasons include things such as children being placed in another foster home and needing to relocate due to homelessness (Sparks, 2016). Although student mobility could affect anybody, Sarah Sparks (2016) notes that it disproportionately affects lower-income areas, causing them to have the highest turnover rate.

Can student mobility actually cause harm? According to Sparks (2016), a research conducted by David Kerbow suggested that students who moved around a lot during the years leading up to sixth grade were more likely to fall up to a year behind compared to students who had been in the same school for long periods of time. Russel Rumberger (2003), notes that student mobility is more common during the earlier years of elementary school compared to middle and high school which can have quite the negative impact due to the fact that students are learning foundational skills at this level.

Along with having lower reading levels and doing poorly on teacher observations of critical thinking skills, students who moved during their earlier years seemed to also score lower on standardized tests compared to their peers (Sparks, 2016). Student mobility during later years of school has been linked to lower chances of graduating and higher dropout rates (Sparks, 2016). Two studies showed that residential changes between 8th to 12th grade increased the chances of dropping out by 12th grade by more than fifty percent, and mobility between 8th to 10th grade increased the chances of dropping out by 10th grade (Rumberger, 2003). Staying in one school for long periods of time is important in helping students perform well academically and to be able to keep up with their peers who do not experience mobility (Fowler-Finn, n.d).

Student mobility has a correlation with lower standardized test scores which also hurts the school by affecting school funding when test scores are used to determine financial aid (Rumberger, 2003). Schools hurt fiscally in other ways such as losing textbooks and books that never get turned in before students move (Rumberger, 2003). Overall, student mobility has an effect on not only the student itself but also on school cohesiveness (Rumberger, 2015). When a school has multiple kids moving in and out, it can create an environment in which students do not feel like they belong or are part of a community (Rumberger, 2003).

As much as student mobility affects students, it also affects schools and teachers, especially those who lack resources and preparedness (Song, 2015). Schools in lower-income areas tend to have the highest turnover rates for student mobility and therefore the constant flow of students coming in and leaving the school can cause classroom disruptions (Song, 2015). One teacher stated that it makes it harder to do group work activities in a classroom if a student transfers in the middle of a project; the lesson and groups have to be adjusted which can be time consuming, leading students to losing momentum in their project (Rumberger, 2003).

There are many varying circumstances that cause student mobility, and students moving from one school to another is something that will continue to happen. Although it can have quite the negative effect on students' lives and school performance (Rumberger, 2003), it can be a chance for future educators to help a struggling student reach their maximum potential in a new community. As previously stated, students who move in their earlier developmental years can fall up to a year behind their fellow peers and have lower standardized test scores (Sparks 2016). Therefore, this can be a chance for a teacher to help a student that is struggling. As someone who has moved around a lot during school, especially during major developmental years, I know what it is like to fall behind in certain areas. Moving to a new area is already terrifying as it is, so it is up to schools and educators to help those students feel welcomed and engaged in their education.

1.) Student mobility has a correlation with which of the following?

A.) higher chances of graduating

B.) low standardized test scores

C.) lower dropout rates

D.) advanced critical thinking skills

2.) A new student has joined Ms. Jane's fourth grade class who has moved around quite a bit. Up to how far behind can Ms. Jane expect the student to be in his studies due to constant mobility?

A.) three years

B.) seven years

C.) two years

D.) one year

References

Fowler-Finn, T. (n.d.). Student stability vs. mobility. AASA. Retrieved September 28, 2021, from https://www.aasa.org/schooladministratorarticle.aspx?id=10784.

Rumberger, R. W. (2003). The Causes and Consequences of Student Mobility. The Journal of Negro Education, 72(1), 6–21. https://doi.org/10.2307/3211287.

Rumberger, R. W. (2015, June 1). Student mobility: Causes, consequences, and solutions. National Education Policy Center. Retrieved September 28, 2021, from https://nepc.colorado.edu/publication/student-mobility.

Song, J. (2015, July 29). The unexplored consequences of student mobility. NEA. Retrieved September 28, 2021, from https://www.nea.org/advocating-for-change/new-from-nea/unexplored-consequences-student-mobility.

Sparks, S. D. (2020, December 11). Student mobility: How it affects learning. Education Week. Retrieved September 28, 2021, from https://www.edweek.org/leadership/student-mobility-how-it-affects-learning/2016/08.

Answers:

1.) B

2.) D

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