Effects of Intradistrict School Mobility and High Student Turnover Rates on Early Reading Achievement

Autor/inn/en	LeBoeuf, Whitney A.; Fantuzzo, John W.
Titel	Effects of Intradistrict School Mobility and High Student Turnover Rates on Early Reading Achievement
Quelle	In: Applied Developmental Science, 22 (2018) 1, S.43-57 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2016.1211481
Schlagwörter	Early Reading; Reading Achievement; Student Mobility; Student Characteristics; Academic Achievement; Achievement Tests; Standardized Tests; Elementary School Students; Grade 3; Statistical Analysis; Pennsylvania (Philadelphia); TerraNova Multiple Assessments; California Achievement Tests + Suchen Sie Ihr Suchwort? Frühlesen; Leseleistung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; School year 03; 3. Schuljahr; Schuljahr 03; Statistische Analyse
Abstract	The 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. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11