When children move: Behavior and achievement outcomes during elementary school

Christy L Lleras, Mary McKillip

Research output: Contribution to journalArticle

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.

LanguageEnglish (US)
Pages177-187
Number of pages11
JournalJournal of Educational Research
Volume110
Issue number2
DOIs
StatePublished - Mar 4 2017

Fingerprint

elementary school
school
student
longitudinal study
childhood
regression
classroom
experience

Keywords

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

ASJC Scopus subject areas

  • Education

Cite this

When children move : Behavior and achievement outcomes during elementary school. / Lleras, Christy L; McKillip, Mary.

In: Journal of Educational Research, Vol. 110, No. 2, 04.03.2017, p. 177-187.

Research output: Contribution to journalArticle

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