High School Student Mobility, Achievement, and Graduation

High school students who change schools often face transitional challenges that divert attention away from academics and can result in an adverse relationship between achievement and the likelihood that a student will graduate. Schools identify and implement measures to mitigate the effects of mobility. The core research question for this study sought to determine whether a difference exists in achievement and graduation rates of nonmobile and mobile students as members of a 4-year cohort, controlling for demographic and socioeconomic variables. Several statistical models resulted in a negative relationship among the mobility of high school students, their performance on the Preliminary Scholastic Aptitude Test (PSAT) and Scholastic Aptitude Test (SAT), and the likelihood of their graduating, controlling for specified demographic (gender, ethnicity, school tier) and socioeconomic (eligibility for free and/or reduced meals) variables. Furthermore, student mobility had a greater negative relationship on achievement growth than did gender, ethnicity, and eligibility for free and/or reduced meals. Though one move was detrimental, two or more school moves had a greater negative affect than several independent variables in this study. Results of this study may be used to help stakeholders better understand the relationship among student mobility, achievement, and graduation status and to support them when planning school initiatives that prepare students for college or a career. Application of the results by stakeholders could mitigate the potential negative effects of mobility and support schools through differentiated means to provide greater equity and access for students, resulting in potentially higher graduation rates and achievement