The relationship between residential mobility and fifth-grade executive function is moderated by baseline neighborhood poverty: moving out of low-poverty neighborhoods is detrimental while moving out of high-poverty neighborhoods shows a marginally significant benefit¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction between residential mobility and baseline neighborhood poverty was significantly related to children's Hearts and Flowers performance; moving out of a low poverty neighborhood was associated with a 189-ms (1.17-SD) increase in response time (t(288) = 2.59, p = .01), while moving out of a high poverty neighborhood was related to reductions in response time that were only marginally statistically significant (t(288) = −1.86, p = .06). → Roy 2014

Evidence¶

Roy 2014¶

Roy, A. L., McCoy, D. C., & Raver, C. C. (2014). Instability Versus Quality: Residential Mobility, Neighborhood Poverty, and Children's Self-Regulation. Developmental Psychology. https://doi.org/10.1037/a0036984

q3 · i? · associational · r2

Interaction analysis from the same longitudinal regression models with inverse probability weighting, graphed in Figure 1 with simple slopes tested. The article reports the interaction between residential mobility and baseline neighborhood poverty was significantly related to Hearts and Flowers performance. The high-poverty simple slope was "only marginally statistically significant" (t(288) = −1.86, p = .06). No standardized effect size is printed, so impact is null.

"Moving out of a low poverty neighborhood was associated with a 189-ms (or a 1.17–standard deviation) increase in response time on the Hearts and Flowers task (A to B slope; t(288) = 2.59, p = .01)."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• The relationship between residential mobility and fifth-grade teacher-reported dysregulation is moderated by both origin and destination neighborhood poverty, with moves out of low-poverty or into high-poverty neighborhoods detrimental and moves out of high-poverty or into low-poverty neighborhoods beneficial — related
• Experiencing a residential move during early or middle childhood is associated with greater cognitive dysregulation (slower Hearts and Flowers response latency) in fifth grade among low-income children — a broader claim this one bears on
• Experiencing a residential move during early or middle childhood is associated with greater teacher-reported cognitive and behavioral dysregulation in fifth grade among low-income children — related
• A recent reanalysis of Moving to Opportunity data found positive program impacts on girls' mental health and behavior were related to length of time spent exposed to low-poverty neighborhoods — related
• Prior experimental housing mobility interventions (Gautreaux Project and Moving to Opportunity) linked moving from higher-poverty to lower-poverty areas with benefits in children's education, behavioral, and health outcomes — related
• Neighborhood context is a transient ecological setting, with many families moving between neighborhood disadvantage quintiles during childhood — related
• Community violence detrimentally impacts youth and communities, motivating a well-founded educational response — related