Between-year and within-year school mobility: different effects by race/ethnicity
Master of Arts
This paper investigates the effects of school mobility on the academic achievement of four cohorts of students in the Houston Independent School District (HISD). In addition to distinguishing between within-year and between-year mobility, this study accounts for all schools students have attended, and it explores mobility effect differences by race/ethnicity. Using a multiple membership model (MMM), the findings suggest that within-year school mobility compromises students’ academic achievement more than between-year school mobility. Black students have the highest mobility rate both for between-year mobility and within-year mobility. In addition, although Asian-American students achieve higher reading and math scores on average than other groups, they experience a stronger negative impact from within-year school mobility than any other group. This finding suggests that Asian American is a diverse ethnic group in terms of socioeconomic status, a result contrary to the “model minority” image that many people believe. In one part of my study I found while some Asian-American students such as Chinese and South Koreans outperform white students in academic performance, those from Nepal, Bhutan, and a few other Asian regions fall behind other students. The conclusion contains implications for policy making and suggestions for future research.
School mobility, Race/Ethnicity, Between-year, Within-year