Dr. Wil

1. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
VOLUME 18 NUMBER 3, 2008
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A Case Study with National Implications:
Student Mobility and Academic Achievement at a
Selected Elementary School Campus
Hasid Puentes, MEd
Teacher-of-the-Year 2006-2007
Kaiser Elementary School
Klein Independent School District
David E. Herrington, PhD
Associate Professor of Educational Leadership
Director of the Principal’s Academy
The Whitlowe R. Green College of Education
Prairie View A&M University
A Member of the Texas A&M University System
Prairie View, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
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ABSTRACT
The purpose of this article is to analyze the extent to which a selected urban
elementary school experienced “student mobility” during a recent academic year.
The authors examine this phenomenon due to its possible impact on student
achievement as measured by state and federal accountability requirements. While
many national studies have focused on social, psychological, or physical influences
on issues academic achievement among minority and economically disadvantaged
youth, the issue of student mobility during the early academic years has not been
given the attention that it merits.
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2. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
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Introduction
Student mobility is defined as the movement from one school to another for
reasons other than grade promotion. Students who are highly mobile move six or more
times in the course of their basic education (Rumberger, 2003). These may include the
children of military personnel, corporate executives on assignment, migrant workers,
families experiencing domestic violence, shortage of housing, or unemployment. The
reasons for frequent moves in a child’s life are numerous. Though each situation is
unique, the negative impact on educational achievement is the same.
One common assumption made by educators, parents, and the general public in
the United States, is the belief that all students learning can be measured according to
attained grade level. The transition between one school should not be problematic. In
actuality it is (Fowler-Finn, 2001; Ingersoll, Scamman, & Eckerling, 1988; Rumberger &
Lawson, 1998; Rumberger, 2003). Although all school districts must follow a state
approved curriculum for each grade level, the reality is that school districts, individual
campuses, and individual instructors vary more than is known regarding the content and
sequencing of the curriculum as well as instructional effectiveness with populations they
serve. Not all teachers teach the exact information in the same sequence and not all
students learn at the same pace nor in the same manner. Students experiencing mobility
are left without direction or guidance to cope with the knowledge and skill gaps every
day. Some students adapt readily but most experience high levels of stress and failure in
novel classroom situations (Herrington & Herrington, 2006; U.S. Government
Accounting Office, 1994).
Teachers who teach highly mobile students in their classes often are unaware of
these students’ learning characteristics and history. They are disinclined to address these
students’ learning characteristics with greater individualization of instruction. The norm
is for the teacher to assume that their students have had similar learning experiences and
that they are ready to learn the same content and skills at the moment they are taught.
When faced with the reality that they must either that they must deviate from prepared
lessons to address learning gaps or experience higher failure rates, teachers reactions are
largely based on their own passion for students, culture of the school, and level of
expectation established by their campus leadership (Herrington & Herrington, 2006;
Nakagawa, Stafford, Fisher, & Matthews, 2002).
When working with children who have missed out on key concepts, some
teachers do their best work while others may become frustrated, side-tracked, or
apathetic. Because most of these highly mobile students have not learned as easily or as
much as their less mobile peers have learned, they grow frightened and discouraged.
When teachers must review previous lessons to bring the new students up to date instead
of introducing new concepts; this slows the learning process of the other students.
Expressions of resentment from these students can lead to further fear and
discouragement by the more academically fragile learners. These students represent a
population of student that calls for an approach to teaching and learning that is more
individualized and one that builds a classroom culture of tolerance and support
(Herrington & Herrington, 2006; Rothstein, 2004; Rumberger, 2003).

3. HASID PUENTES, DAVID E. HERRNGTON, AND WILLIAM ALLAN KRITSONIS
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Purpose of the Research for this Article
The purpose of the research for this article is to determine the impact that student
mobility has on academic achievement on a specific campus with the understanding that
such campus will reflect the overall experience of student mobility and its effects on
education.
Examination of Mobility Rates within an Urban Title I School
The purpose of this research is to determine the impact that student mobility has
on academic achievement on a specific suburban campus. The information used in this is
from a Title One school within a suburban school district in Texas. The study focuses on
the impact of mobility on the first administration of the Texas Assessment of Knowledge
and Skills (TAKS) scores for the schools years 2003-2004 and 2004-2005.
The selected campus had a mobility rate of 17% (2003-2004). This means that out
of 815 students, 114 students experienced higher degrees of mobility. The following year,
the rate increased to 18% (2004-2005). Of 811 students, 122 students experienced
mobility during their early academic careers. The student mobility rate offered in this
report is based on the number of times a student enrolls or leaves the school from pre-
kindergarten until the fifth grade.
Mobility Rate for 2004-2005
The data displayed below on the 122 students (N = 122) during 2004-2005 who
had one or more incidence of mobility during their early education years provides a
breakdown based on frequency of moves. The highest frequency (N = 48) is 2 moves
between early childhood to 5th
grade or 39% of all mobility cases. The second highest
frequency (N = 32), 3 moves within the same time frame amounted to 26%. When
combining those who moved 2 or 3 times, the numbers constitute 65% (39% +26 The
frequency of students (N = 16) that moved more than 3 times, the most severe of mobility
cases, amounted to 13 % . Only 22% of students (N = 27) had just one move.

4. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
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Graph I
Student Mobility Rates for Frequency of Student Moves During the Academic Careers of
Students Attending a Selected Suburban Elementary School Demic Year (N = 122)
Texas Education Agency
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> 3 moves
13%
3 moves
26%
2 moves
39%
1 move
22%
The data in Chart I can be further analyzed when viewed from a grade level
perspective. Table I below shows during what years of the students’ lives the most recent
mobility occurred. These breakdowns specify the grade level in which the 122 students
entered the Selected Urban Elementary School.
Table I
2004-2005 Mobility Indexed by Grade Level of Entry at the Selected Suburban
Elementary Campus
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Grade Level Frequency Percent
• Pre-Kindergarten N = 34 28%
• Kindergarten N = 21 17%
• 1st
Grade N = 6 5%
• 2nd
Grade N = 5 4%
• 3rd
Grade N = 19 16%
• 4th
Grade N = 20 16%
• 5th
Grade N = 17 14%

5. HASID PUENTES, DAVID E. HERRNGTON, AND WILLIAM ALLAN KRITSONIS
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These data are further represented in Graph II below:
Graph II
Mobility Index for 2004-2005 by Grade Level (N = 122)
0
5
10
15
20
25
30
35
3-D Column 1 34 21 6 5 19 20 17
P-K K 1st 2nd 3rd 4th 5th
The rates listed here show P-K and K as high entry levels for these 122 students.
However, it is important to note that these two grades are indicative of the initiation of
education required during one of these two levels. After 1st
grade, though, the numbers
are indicative of mobility since they must have attended another school prior to entering
this selected campus. Given this information, it is understandable that the level of
movement in 1st
and 2nd
grade is much less than the movement seen in 3rd
, 4th
, and 5th
grade, which together adds to 46% of the total mobile group. This indicates that the
student population of the selected campus has at least 55 per cent of its students who
possess characteristics and issues related to mobility.

6. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
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TAKS Scores vs. Mobility
Is there a relationship between student mobility and state mandated test scores in
math and reading? While this question cannot be answered from the aggregated data
presented, the achievement data from the Texas Assessment of Knowledge and Skills
(TAKS) at least suggest that while the mobility rates are high in these grade levels, there
also is a decrease in the test scores over the same period in math and science. Consider
the following details:
Table II
Comparative Pass Rates on the Texas Assessment of Knowledge and Skills (TAKS) for
Students enrolled at a Selected Urban Elementary School Campus (2003-2004 and 2004-
2005) (Texas Education Agency 2003-2004; Texas Education Agency 2004-2005).
Grade Level/Subject 2003-2004 2004-2005
TAKS Pass Rate TAKS Pass Rate
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3rd
Grade Reading 83% 94%
4th
Grade Reading 72% 75%
5th
Grade Reading 55% 61%
3rd
Grade Math 81% 86%
4th
Grade Math 81% 75%
5th
Grade Math 62% 60%______________
In reviewing these scores, one can see the significant decrease in academic
achievement particularly in Reading between 3rd
grade TAKS scores and 5th
grade TAKS
scores. On average, it appears that there is a difference of 25 to 30 points which is a very
high drop in academic performance, particularly during these academic years when test
scores begin to take a very important role in the student’s learning career. Graph III
below depicts these data graphically.
These results in Table II and Graph III are very informative. They show the
marked decrease in TAKS scores from 3rd
to 5th
grade. The mobility rates shown by
grade levels show a dramatic increase in mobility during the same period of time.
Whether these phenomena are related or whether they are coincidental would merit
further consideration and study

7. HASID PUENTES, DAVID E. HERRNGTON, AND WILLIAM ALLAN KRITSONIS
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Graph III
TAKS Scores by Grade Level (Texas Education Agency 2003-2004; Texas Education
Agency 2004-2005)
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0
10
20
30
40
50
60
70
80
90
100
Reading 03-04 83 72 55
Reading 04-05 94 75 61
Math 03-04 81 81 62
Math 04-05 86 75 60
3rd 4th 5th
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Based on the preliminary findings contained within this article, student mobility
may be as important as social, physical, and educational issues when trying to explain
student under-achievement. Very little research effort has been devoted to understanding
this phenomenon better Additional research in this area can guide administrative
professionals, educators, and students on how to best to approach this challenge to the
benefit of all parties involved.
References
Fowler-Finn, T. (2001). Student stability vs. mobility. School Administrator, 58(7),
36-40.

8. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL
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Herrington, D.E., & Herrington, K. (2006). Addressing the unremitting educational
neglect of homeless and foster children. The Journal of Border Educational
Research, 5(1).
Ingersoll, G. M., Scamman, J. P., & Eckerling, W. D. (1988). Impact of student mobility
on student achievement in an urban setting. Paper presented at the Annual
Meeting of the American Research Association.
Nakagawa, K., Stafford, M. E., Fisher, T.A., & Matthews, L. (2002). The ‘city
migrant’ dilemma: Building community at high mobility urban schools. Urban
Education, 37(1), 96-125.
Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform
to close the Black-White achievement gap. Washington, DC: Economic Policy
Institute.
Rumberger, R. W., & Larson, K.A. (1998). Student mobility and the increased risk of
high school dropout. American Journal of Education, 107(1), 1-35.
Rumberger, R.W., Larson, K.A., Ream, R.K., & Palardy, G.J. (1999). The educational
consequences of mobility for California students and schools. Berkeley, CA:
Policy Analysis for California Education.
Rumberger, R. W. (2003, winter). Student mobility: How some children get left behind.
The Journal of Negro Education, 72(1), 6-21.
Texas Education Agency (2003-2004). Academic excellence indicator system (AEIS)
Report. Klein Independent School District.
Texas Education Agency (2004-2005). Academic excellence indicator system (AEIS)
Report. Klein Independent School District.
U.S. Government Accounting Office (1994). Elementary school children: Many change
schools frequently, harming their education (GAO/HEHS Publication No. 94-45).
Washington, DC: U.S. Government Printing Office.
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Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, National FORUM Journals, Houston, Texas. www.nationalforum.com