| Christopher Swanson
University of Chicago
A study of educational and residential mobility in America's high schools
FINAL REPORT:
The objective of this research project is to engage in an in-depth examination of the different types of residential and educational mobility experienced by high school students in this country and the effects that these events have on an individual's educational and personal development. For several decades researchers have consistently noted the negative impact that residential mobility can have on a child's development and educational attainment. However, relatively little work has examined the specific effects that changing schools may have - particularly when occurring independently of a move. With stagnating rates of residential mobility and increasing opportunities for students and families to exercise choice among public schools, the nature of high school mobility is transforming. Educational research and policy development require new empirical approaches to the study of these important transitions in the lives of American students. To this end, the proposed research employs NELS:88 to develop a new model of student mobility during the high schools years, which involves a four-fold typology of mobility status. Separately for the early and later years of high school students are identified as either 1) Movers: move but do not change schools. 2) Changers: change schools but do not move. 3) Leavers: move and change schools concurrently; or 4) Stayers: neither move, nor change schools. This mobility information is used first to develop profiles which identify the characteristics distinguishing students who experience different types mobility events, and then to assess the impact that move, school change, or move-change transitions have on a variety of educational and developmental outcomes net of relevant background characteristics. Detailed statistical modeling further allows us to identify the conditions under which mobility can affect student outcomes and the pertinent mechanisms involved. Findings indicate that despite some negative short-term consequences, mobility early in high school (particularly a change of schools), can lead to important long-term educational benefits. No evidence of positive effects was found for either type of mobility late in high school.
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