The impact of student mobility on academic performance across school contexts
By Cynthia Lake, Center for Research and Reform in Education, Johns Hopkins University
Student mobility, particularly within-year school transfers, is common in the United States and has been linked to declines in academic performance. In an EdWorkingPaper from the Annenberg Institute at Brown University, researchers from Washington University in St. Louis analyzed nine years of student-level data across five large counties in Missouri to examine how school context influences the academic impact of mobility. Using random-effect panel regression models, the study explored how within-year transfers affected English Language Arts (ELA) and math test scores and whether outcomes varied based on the type of school to which students moved.
The findings showed that students who transferred within-year experienced significant declines in both math and ELA performance. Math scores dropped by 10.9% of a standard deviation, while ELA scores declined by 9.2% of a standard deviation in the year of the transfer. While some students improved over time, their scores remained below those of non-mobile peers. Students who moved to higher-performing schools initially struggled more than expected, likely due to adapting to a more rigorous academic environment. School context also played a role: students transferring within urban districts experienced smaller academic setbacks than those moving between suburban or rural schools, where declines were more persistent.
The study highlights that while some students adapt to new academic environments, within-year transfers generally disrupt learning, particularly for students moving into more challenging schools. The authors emphasized that policymakers should not only focus on reducing unnecessary transfers but also invest in targeted support for mobile students. Early academic interventions, curriculum alignment between schools, and efforts to support social integration may help mitigate the negative effects of mobility. The findings suggest that addressing school mobility requires a comprehensive approach that considers both student needs and schools’ capacity to support new arrivals.
Recent Research on the Impact of School Transfers
by Michael Keany
on Tuesday
The impact of student mobility on academic performance across school contexts
By Cynthia Lake, Center for Research and Reform in Education, Johns Hopkins University
Student mobility, particularly within-year school transfers, is common in the United States and has been linked to declines in academic performance. In an EdWorkingPaper from the Annenberg Institute at Brown University, researchers from Washington University in St. Louis analyzed nine years of student-level data across five large counties in Missouri to examine how school context influences the academic impact of mobility. Using random-effect panel regression models, the study explored how within-year transfers affected English Language Arts (ELA) and math test scores and whether outcomes varied based on the type of school to which students moved.
The findings showed that students who transferred within-year experienced significant declines in both math and ELA performance. Math scores dropped by 10.9% of a standard deviation, while ELA scores declined by 9.2% of a standard deviation in the year of the transfer. While some students improved over time, their scores remained below those of non-mobile peers. Students who moved to higher-performing schools initially struggled more than expected, likely due to adapting to a more rigorous academic environment. School context also played a role: students transferring within urban districts experienced smaller academic setbacks than those moving between suburban or rural schools, where declines were more persistent.
The study highlights that while some students adapt to new academic environments, within-year transfers generally disrupt learning, particularly for students moving into more challenging schools. The authors emphasized that policymakers should not only focus on reducing unnecessary transfers but also invest in targeted support for mobile students. Early academic interventions, curriculum alignment between schools, and efforts to support social integration may help mitigate the negative effects of mobility. The findings suggest that addressing school mobility requires a comprehensive approach that considers both student needs and schools’ capacity to support new arrivals.