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School mobility: The impact of disruption on academic development |
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Abstract:
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This study uses data from the National Longitudinal Study of Adolescent Health (Add Health) to investigate the impact of school and residential moves on adolescents’ academic progress, with a particular interest in measures of academic outcomes and attachment to school. Research has found that student mobility is negatively related to academic progress (United States General Accounting Office (GAO) 1994), while remaining relatively confounded with regards to the mechanisms involved which contribute to the negative consequences (Pribesh and Downey 1999). This paper is an exploratory analysis of school transitions between 8th and 9th grades, examining differences among students who stayed in their school’s feeder pattern and those who moved outside of the pattern. Findings indicate that adolescents who move outside of the feeder pattern experience a lower grade point average upon entering high school. Future research, to be conducted before the ASA Annual Meeting, will incorporate transfers occurring at various grade levels and in conjunction with residential moves, as well as an examination of the impact of school context on mobility. |
Most Common Document Word Stems:
school (186), student (63), move (40), grade (37), high (35), mobil (30), feeder (28), health (27), n (26), research (25), transit (22), pattern (20), add (18), educ (17), impact (17), indic (16), sampl (15), includ (15), group (15), wave (14), offic (14), |
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Association:
Name: American Sociological Association
URL: http://www.asanet.org
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Citation:
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MLA Citation:
| Langenkamp, Amy. "School mobility: The impact of disruption on academic development" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA, Aug 16, 2003 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p107622_index.html> |
APA Citation:
| Langenkamp, A. G. , 2003-08-16 "School mobility: The impact of disruption on academic development" Paper presented at the annual meeting of the American Sociological Association, Atlanta Hilton Hotel, Atlanta, GA Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p107622_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study uses data from the National Longitudinal Study of Adolescent Health (Add Health) to investigate the impact of school and residential moves on adolescents’ academic progress, with a particular interest in measures of academic outcomes and attachment to school. Research has found that student mobility is negatively related to academic progress (United States General Accounting Office (GAO) 1994), while remaining relatively confounded with regards to the mechanisms involved which contribute to the negative consequences (Pribesh and Downey 1999). This paper is an exploratory analysis of school transitions between 8th and 9th grades, examining differences among students who stayed in their school’s feeder pattern and those who moved outside of the pattern. Findings indicate that adolescents who move outside of the feeder pattern experience a lower grade point average upon entering high school. Future research, to be conducted before the ASA Annual Meeting, will incorporate transfers occurring at various grade levels and in conjunction with residential moves, as well as an examination of the impact of school context on mobility. |
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| Document Type: |
.PDF |
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15 |
| Word count: |
3475 |
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| School mobility: The impact of disruption on academic development Amy G. Langenkamp Department of Sociology University of Texas at Austin * Direct correspondence to the Amy Langenkamp at the Department of Sociology University of Texas at Austin Austin TX 78712-1088 (aglang@mail.la.utexas.edu). This research is based on data from the Add Health project a program project designed by Richard Udry (PI) and Peter Bearman and funded by grant P01-HD31921 from the National Institute of Child Health and Human Development to |
| of School Transitions in Early Adolescence on the Self-System and Perceived Social Context of Poor Urban Youth." Child Development 65:507-22. 14 Temple Judy A. and Arthur J. Reynolds. 1999. "School Mobility and Achievement: Longitudinal Findings From an Urban Cohort." Journal of School Psychology 37(4):355- 77. Tourangeau Roger and Hee-Choon Shin. 1999. "Grand Sample Weight." United States General Accounting Office (GAO). 1994. Elementary School Children: Many Change School Frequently Harming Their Education. GAO/HEHS-94-45. Washington D.C. 15 |
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