Mobility and School Functioning in the Early Grades

The relationship between initial school functioning and subsequent student mobility was examined among a sample of 2,524 early elementary school students from low-income families. Academic, behavioral, and school adjustment data were collected in the year of the study. The students then were trailed for 3 years, during which time their school mobility was observed. Analyses indicate that the most mobile students tended to have poorer initial school behavior ratings and school adjustment and to be from single-parent families. Implications for research and policy are discussed.