Abstract
ABSTRACTThe primary aim of this study was to assess the relations between concurrent, cumulative, and contextual intradistrict school mobility and early reading achievement. Longitudinal administrative school records were used for an entire cohort of students in a large urban district from first through third grade. Findings indicated that students with a concurrent intradistrict school move had lower reading achievement scores at the end of each grade compared to children who did not change schools. Cumulative intradistrict school mobility was also associated with poor reading achievement by the end of third grade. Students enrolled in schools with high turnover rates demonstrated worse reading achievement after accounting for individual school mobility experiences, and this effect worsened as children reached third grade.
Published Version
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