The Relationship Between Student Mobility And Academic Achievement

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Problem Statement

Much research has been conducted to examine the relationship between student mobility and academic achievement, but there are also gaps that exist. Researchers have dedicated much effort to exploring the consequences of switching schools, and these consequences can take many forms. Much research examines various practices, including family and student choices and school policies, and the resultant mobility’s impact on student academic success. These catalysts for mobility have included the family’s search for affordable housing (Ihrke, 2014), student delinquency (Singh et al., 2014, Dewitt, 1998) and schools enacting such practices as open enrollment (Riehl, 1999). Still, other research focuses on immediate
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Minimal research exists, however, that addresses the relationship between elementary school mobility and high school academic achievement, including final high school grade point averages. The literature suggests further studies which include a thorough examination of the effects of elementary school mobility on high school grade point average (Gasper et al., 2012). The problem is that a gap in the research exists when examining elementary school mobility and its impact on final high school grade point averages.

Purpose Statement The purpose of this study was to determine if switching elementary schools impacts a student’s academic achievement in high school. Further, the study examined how mobile students performed on each of the core academic disciplines – math, science, language arts and social studies – in high school. A Predictive Correlational study design was used. The predictor variable was elementary school mobility. Elementary school mobility was defined as the number of school moves over the span of the kindergarten through fifth grade years (Heinlein & Shinn, 2000). The criterion variable was final high school grade point average. Final high school grade point average was determined by computing by summing the percentage grade assigned for each class in each of the core course disciplines, and then dividing this sum by the number of courses taken per discipline.
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