A recent school move or a single move shows no evidence of relation to children's academic or social functioning¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no evidence that a recent move or a single move was related to children's academic or social functioning. → Deborah Lowe Vandell 2021

Evidence¶

Deborah Lowe Vandell 2021¶

Deborah Lowe Vandell, Megan Kuhfeld, Elizabeth Gershoff, Robert Crosnoe. (2021). Predictors and consequences of school mobility in middle childhood. Journal of Applied Developmental Psychology, 76. https://www.nwea.org/research/publication/predictors-and-consequences-of-school-mobility-in-middle-childhood/

q3 · i? · associational · r2

In the prospective longitudinal study (N = 1094), the authors tested whether a move during the previous year or a single move related to child functioning. The article reports "no evidence that a recent move or a single move was related" to academic or social functioning; no effect sizes are printed, so equivalence was not tested.

"There was no evidence that a recent move or a single move was related to children’s academic or social functioning."

Discussion¶

Related Claims¶

• Changes in family income and household structure predict higher odds of two or more school moves in elementary school, while family factors are not linked to a recent or single move — related
• The study design separately examined recent-year moves and cumulative moves across elementary school in relation to child functioning — related
• Prior research has linked moving during childhood with adverse educational and behavioral adjustment outcomes, with the disruptive nature of moving cited as the underlying factor — reports the opposite
• 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 — reports the opposite
• Effects of two or more school moves on child functioning are not significant after controlling for the number of analyses conducted
• 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 — related
• School mobility during elementary school did not appear to be a pervasive risk for children's functioning, though very high mobility rates could not be studied — a broader claim this one bears on