Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page R1
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
STUDENT MOBILITY
Exploring the Impacts of Frequent Moves on Achievement
Summary of a Workshop
Alexandra Beatty, Rapporteur
Committee on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods
Board on Children, Youth, and Families
Division of Behavioral and Social Sciences and Education
NATIONAL RESEARCH COUNCIL AND INSTITUTE OF MEDICINE
OF THE NATIONAL ACADEMIES
THE NATIONAL ACADEMIES PRESS
Washington, D.C.
www.nap.edu
OCR for page R2
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
THE NATIONAL ACADEMIES PRESS
500 Fifth Street, N.W.
Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance.
This study was supported by Grant No. NAS 18-08/SKF between the National Academy of Sciences and the Strategic Knowledge Fund, a partnership of the Foundation for Child Development and the W.K. Kellogg Foundation, and Grant No. 208.0148 between the National Academy of Sciences and the Annie E. Casey Foundation. The Strategic Knowledge Fund is a partnership between the W.K. Kellogg Foundation and the Foundation for Child Development created to fund projects that increase knowledge about children, birth to eight years old and their families, particularly children who are at risk for poor educational outcomes. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project.
International Standard Book Number-13: 978-0-309-15013-2
International Standard Book Number-10: 0-309-15013-2
Additional copies of this report are available from the
National Academies Press,
500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu.
Copyright 2010 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America
Suggested citation: National Research Council and Institute of Medicine. (2010). Student Mobility: Exploring the Impact of Frequent Moves on Achievement: Summary of a Workshop. A. Beatty, Rapporteur. Committee on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
OCR for page R3
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
THE NATIONAL ACADEMIES
Advisers to the Nation on Science, Engineering, and Medicine
The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Ralph J. Cicerone is president of the National Academy of Sciences.
The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Charles M. Vest is president of the National Academy of Engineering.
The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine.
The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Ralph J. Cicerone and Dr. Charles M. Vest are chair and vice chair, respectively, of the National Research Council.
www.national-academies.org
OCR for page R4
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
This page intentionally left blank.
OCR for page R5
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
COMMITTEE ON THE IMPACT OF MOBILITY AND CHANGE ON THE LIVES OF YOUNG CHILDREN, SCHOOLS, AND NEIGHBORHOODS
Stephen W. Raudenbush (Chair),
Department of Sociology, University of Chicago
A. Wade Boykin,
Department of Psychology, Howard University
Claudia Jane Coulton,
Mandel School of Applied Social Sciences, Case Western Reserve University
H. Carl Haywood,
Vanderbilt University (emeritus)
Ann S. Masten,
Institute of Child Development, University of Minnesota
Sandra J. Newman,
Institute for Policy Studies, Johns Hopkins University
Mariajosé Romero,
National Center for Children in Poverty, Columbia University
Russell W. Rumberger,
Gervirtz Graduate School of Education, University of California, Santa Barbara
Mary Ellen O’Connell, Project Director
Alexandra Beatty, Rapporteur
Taniesha Woods, Senior Program Officer
Mary Ann Kasper, Senior Program Assistant
OCR for page R6
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
BOARD ON CHILDREN, YOUTH, AND FAMILIES
Bernard Guyer (Chair),
Bloomberg School of Public Health, Johns Hopkins University
Jane D. Brown,
School of Journalism and Mass Communication, University of North Carolina at Chapel Hill
Linda Marie Burton,
Sociology Department, Duke University
Angela Diaz,
Department of Pediatrics and Department of Community and Preventive Medicine, Mount Sinai School of Medicine
Gary W. Evans,
Department of Human Development, Cornell University
Christine C. Ferguson,
School of Public Health and Health Services, George Washington University
Sherry A. Glied,
Mailman School of Public Health, Columbia University
William T. Greenough,
Department of Psychology, University of Illinois–Champaign
Ruby Hearn,
Robert Wood Johnson Foundation (emeritus), Princeton, New Jersey
Michele D. Kipke,
Saban Research Institute, University of Southern California, and Children’s Hospital, Los Angeles
Betsy Lozoff,
Center for Human Growth and Development, University of Michigan
Pamela Morris,
Policy Area on Family Well-Being and Children’s Development, MDRC, New York
Charles A. Nelson,
Laboratory of Cognitive Neuroscience, Harvard Medical School, and Children’s Hospital, Boston
Patricia O’Campo,
University of Toronto and Centre for Research on Inner City Health, St. Michael’s Hospital, Toronto
Frederick P. Rivara,
Schools of Medicine and Public Health, University of Washington, and Children’s Hospital and Regional Medical Center, Seattle
John R. Weisz,
Judge Baker Children’s Center and Harvard Medical School
Hirokazu Yoshikawa,
Graduate School of Education, Harvard University
Michael Zubkoff,
Department of Community and Family Medicine, Dartmouth Medical School
Rosemary Chalk, Board Director
Wendy Keenan, Program Associate
OCR for page R7
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
Acknowledgments
This workshop summary is based on the discussion at a workshop convened by the Board on Children, Youth, and Families June 29-30, 2009, and planned by the Committee on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods. The committee members identified presenters, organized the agenda, made presentations, and facilitated discussion, although they did not participate in the writing of this report. This summary reflects their diligent efforts, the excellent presentations by other experts at the workshop, and the insightful comments of the many workshop participants.
The workshop was funded by the Strategic Knowledge Fund, a partnership of the Foundation for Child Development and the W.K. Kellogg Foundation, and the Annie E. Casey Foundation. The interest and support of Ruby Takanishi, president of the Foundation for Child Development, and Cindy Guy, associate director for policy research at the Annie E. Casey Foundation, are much appreciated.
This summary has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the Report Review Committee of the National Research Council. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. We thank the follow-
OCR for page R8
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
ing individuals for their review of this report: Martha J. Cox, Center for Developmental Science, University of North Carolina at Chapel Hill; Lisa A. Gennetian, Economic Studies, The Brookings Institution; Arthur J. Reynolds, Institute of Child Development, University of Minnesota; and Russell W. Rumberger, Gevirtz Graduate School of Education, University of California at Santa Barbara.
Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the content of the report, nor did they see the final draft of the report before its release. The review of this report was overseen by Aletha Huston, Human Development and Family Sciences, University of Texas. Appointed by the National Research Council, she was responsible for making certain that an independent examination of this report was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the author and the institution.
OCR for page R9
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
Contents
1
INTRODUCTION
1
Residential Mobility,
3
School Mobility,
4
Developmental Perspective,
5
2
WHICH CHILDREN ARE MOST AFFECTED BY MOBILITY?
9
Research Overview,
9
National Picture,
13
Focusing on Place,
16
North Carolina,
16
Florida,
18
New York City,
21
Patterns of Residential Mobility,
23
Urban Homelessness,
23
Rural Poverty,
26
Neighborhood Contexts,
29
Discussion,
29
3
METHODOLOGICAL ISSUES
33
Isolating the Effects of Mobility on Individuals and Schools,
33
Seeking Causality,
35
4
POLICY AND PROGRAMMATIC RESPONSES
41
Policy Perspectives,
41
OCR for page R10
Student Mobility: Exploring the Impacts of Frequent Moves on Achievement - Summary of a Workshop
Housing Policy,
42
Education Policy,
44
Programmatic Responses,
46
Advocacy and Community Action,
46
A School District Addresses Student Mobility,
47
State Support for Highly Mobile Families,
48
Supporting Mobile Children in Military Families,
50
5
DIRECTIONS FOR FUTURE RESEARCH
53
Research Issues,
54
Longitudinal and Early Childhood Data Sets,
55
Using Qualitative Research,
56
Using Administrative Data,
57
Evaluating Interventions That Aim to Reduce Mobility,
59
Concluding Thoughts,
60
REFERENCES
63
APPENDIXES
A
Workshop Agenda and Participants
67
B
Selected Bibliography on Student Mobility
77
