School mobility, especially frequent within-year moves, slows instructional pacing in schools with many mobile students¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Schools with high percentages of mobile students tend to see instruction slow as teachers accommodate new arrivals. → Sebring 2003

Evidence¶

Sebring 2003¶

Sebring, Penny Bender. (2003). Research Agenda 2004-2008. Consortium on Chicago School Research. https://www.consortium-chicago.org/publications

q2 · i? · theoretical · r2

The agenda reports prior research (citing Kerbow) showing mobility harms schools. The source states "the pacing of instruction slow down as teachers work to accommodate new students" in high-mobility schools; no effect size is printed.

"Previous research has shown that school mobility, especially if it occurs often and within school years, can be harmful. Schools with high percentages of mobile students tend to see the pacing of instruction slow down as teachers work to accommodate new students."

Discussion¶

Related Claims¶

• School closings, new school openings, CHA demolitions, and NCLB transfers each affected fewer than 1 percent of CPS students per year, though receiving schools saw summer in-mobility rise by almost 13 percentage points — related
• Research on spillovers of mid-year entry to stable classmates is scarce relative to research on mobile students themselves — related
• Mastery learning implementation did not reduce material covered or instructional pace, contradicting the Robin Hood contention — related
• Elementary student mobility in CPS is predominantly a within-district phenomenon, with CPS-to-CPS transfers accounting for 50-60 percent of school-year transfers and two-thirds of summer transfers — related
• Students value knowing class routines and report that rushed pacing, especially in Advanced Placement courses, is a barrier to mastering content — related