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Abstract

Each year, schools are faced with a serious problem when students participate in unscheduled school transfers. Few data exist documenting the nature and extent of the problems created by frequent within-district transfers. The purpose of this research was to examine science and social studies achievement relationships in elementary schools with differing transfer indices in a large metropolitan school system. Relations between within-district school transfers and school-wide levels of achievement were described and evaluated. Moderate to high negative correlations were indicated with significant average differences in science and social studies end-of-grade testing in third grade evident across several years favoring schools with low within-district transfer indices. Implications are discussed with regard to policy changes and concern for reversing the negative effects of within-district transfers to improve outcomes in schools at-risk as a result of high rates of mobility.

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Mobility In Elementary School And Science And Social Studies Achievement

Abstract

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