School Mobility: A Growing and Inequitable Headwind to Educational Achievement. Policy Brief

Autor/in	Villarreal, Mike
Institution	Texas Education Research Center
Titel	School Mobility: A Growing and Inequitable Headwind to Educational Achievement. Policy Brief
Quelle	(2020), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Mobility; Public Schools; At Risk Students; Elementary School Students; Secondary School Students; Student Characteristics; Demography; Charter Schools; Probability; Enrollment; Correlation; Traditional Schools; Discipline; Discipline Problems; Low Income Students; Economically Disadvantaged; Racial Differences; Ethnicity; Students with Disabilities; Special Education; Educational Attainment; High School Graduates; Graduation; College Attendance; College Graduates; Graduation Rate; Educational Policy; State Policy; Board of Education Role; Texas + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Public school; Öffentliche Schule; Sekundarschüler; Demografie; Charter school; Charter-Schule; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Einschulung; Korrelation; Traditioneller Unterricht; Disziplin; Rassenunterschied; Ethnizität; Disability; Disabilities; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsabschluss; Bildungsgut; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Abschluss; Graduierung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Hochschulabsolvent; Hochschulabsolventin; Politics of education; Bildungspolitik
Abstract	Each time children change schools, they leave behind friends, and must adapt to a new environment. This new environment may include not only a new school, but also a new home, a new neighborhood, a new part of town, and, potentially, a new family arrangement. This larger array of possible changes will determine if the move causes overall benefit or harm to a student's educational achievement. Consequently, when analyzing the causes and effects of school mobility, one must consider multiple factors that occur before and after a student relocates to a new school. To examine equity in education, addressing the root causes of school mobility must be also be considered. In Bexar County, the evidence suggests that when students change schools unrelated to structural school factors outside of their control (i.e. grade promotion, changes in school feeder patterns) educational achievement declines. The research problem in this study was to close gaps in knowledge about the prevalence of nonstructural school mobility within Bexar County and its effects on teaching and learning. To do so, the authors conducted a mixed-methods investigation of the following research questions: (1) How likely do public school students experience nonstructural school mobility?; (2) Which students are most likely to experience nonstructural school mobility?; and (3) What causes nonstructural school mobility for those with the highest rates? (ERIC).
Anmerkungen	Texas Education Research Center. University of Texas at Austin, Pickle Research Campus, 10100 Burnet Road, Bldg #137 TCB, Rm 1.143A, L4500, Austin, TX 78758; Tel: 512-471-4528; Web site: https://texaserc.utexas.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01