When children move: Behavior and achievement outcomes during elementary school

Christy L Lleras, Mary McKillip

Research output: Contribution to journalArticlepeer-review

Abstract

School moves are common during elementary school in the United States. The authors address whether changing schools and residences affects the academic and behavioral development of young students. Utilizing data from the Early Childhood Longitudinal Study, the regression analyses show that, after controlling for prior achievement and behavior, students who experience nonroutine school changes, especially coupled with residential changes, are more likely to develop internalizing and externalizing behavior problems, are less engaged in classroom activities, and have slower reading growth compared to stable students.

Original languageEnglish (US)
Pages (from-to)177-187
Number of pages11
JournalJournal of Educational Research
Volume110
Issue number2
DOIs
StatePublished - Mar 4 2017

Keywords

  • Externalizing behavior
  • internalizing behavior
  • residential mobility
  • school mobility
  • student engagement

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'When children move: Behavior and achievement outcomes during elementary school'. Together they form a unique fingerprint.

Cite this