The Effect of Residential Mobility on Student Performance: Evidence from New York City

Autor/inn/en	Cordes, Sarah A.; Schwartz, Amy Ellen; Stiefel, Leanna
Titel	The Effect of Residential Mobility on Student Performance: Evidence from New York City
Quelle	In: American Educational Research Journal, 56 (2019) 4, S.1380-1411 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218822828
Schlagwörter	Place of Residence; Student Mobility; Academic Achievement; Performance Factors; Public Schools; Housing; Peer Relationship; Social Capital; Elementary School Students; Middle School Students; Geographic Location; Proximity; School Role; Neighborhoods; Longitudinal Studies; Low Income Students; Change; New York (New York) + Suchen Sie Ihr Suchwort? Wohnort; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Schulleistung; Leistungsindikator; Public school; Öffentliche Schule; Unterkunft; Peer-Beziehungen; Sozialkapital; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lebensnähe; Neighbourhoods; Nachbarschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wandel
Abstract	Residential mobility is likely to have consequences for student performance, but prior empirical work is largely correlational and offers little insight into its impacts. Using rich, longitudinal data, we estimate the effects of residential mobility on the performance of New York City public school students. Using both student fixed effects and instrumental variables approaches, we find that long-distance moves have negative effects, while short-distance moves improve student performance. These differential effects are partially, but not fully, explained by school mobility. Rather, the positive effects of short-distance moves may be explained by improvements in housing, while the negative impacts of long-distance moves may be explained by lower performance relative to school peers and loss of social capital. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01