Selected Findings from the Vermont Student Mobility Project Doctoral Dissertation Research Study Educational Leadership and Policy Studies Program University of Vermont Presentation by Ann Morgan, Ed.D. for Research Methods in Education Saint Michael’s College October 4, 2005

Finding Mobile Children in Vermont A study by Ann Morgan Ed.D.

Student Mobility In Vermont: What is It? School enrollment change -- not due to customary promotion -- and its relationship to outcomes, for students and schools in Vermont Most research about student mobility is urban- based Student mobility projects in other states have found that the majority of these students are disadvantaged youth from low-income families Mobile students lag behind their peers academically (continued)

Student Mobility In Vermont: What is It? Academic consequences of student mobility affect their schools since NCLBA implementation sanctions influence school enrollments The need for information about rural student mobility during early NCLBA implementation is important in predominantly rural Vermont The Vermont study of student mobility was the first statewide study of outcomes of mobility for students and schools in a rural state

Findings Summary High incidence in 30% of schools (mirrors urban-based mobility) Wide achievement gap between mobile and stable students of 3-10 percentile points on standardized tests across grade levels and content areas School factors associated with mobility: Between 8% and 32% of the variation in student mobility was attributable to resources in schools and school practices (Consistent with CA study)

Relationships of Mobility to Student Outcomes An in-depth examination of mobility, achievement, demographic, and educational factors for grades 4, 8, and 10 during school year , revealed significant and disturbing relationships Mobile children performed 3-10 percentile ranks lower than their stable counterparts did across grade levels and content areas (continued)

Relationships of Mobility to Student Outcomes (continued) The performance gap between Mobile students and their peers in mathematics increased dramatically from Grade 4 to Grade 8, and it increased slightly from Grade 8 to Grade 10 The performance gap between mobile students and their peers in English language arts widened moderately from Grade 4 to Grade 8, and decreased from Grade 8 to Grade 10, leveling off at the original disparity by Grade 10

Relationships of Mobility to Student Outcomes (continued) more likely to participate in free or reduced lunch programs at school less likely to have a 504 plan in place more likely to have kept a writing portfolio for 0-1 years (versus 2+ years) more likely to have kept a mathematics portfolio 0-1 years (versus 2+ years) more likely to not meet the standard on mathematics performance tests.

Incidence of Mobility In-mobility rates for Vermont Public Schools, % or higher for 95 schools 30% or higher for 31 schools 35% or higher for 15 schools

Relationships Between Mobility and State Assessments

Acknowledgement This project was a collaborative effort involving the doctoral students in the program of Educational Leadership at the University of Vermont, the Vermont State Department of Education and the Agency of Human Services. Findings and conclusions of the studies are the sole responsibility of the author.