Pupil mobility, attainment and progress in primary school

Strand, Steve; Demie, Feyisa

doi:10.1080/01411920600775191

Cited by 40 publications

(34 citation statements)

References 11 publications

(22 reference statements)

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“…Much of this basic correlation work reports a negative association, but it is evident that there are many possible factors that are correlated with both mobility and achievement that need to be controlled for and, if one does control for them, the negative relationship can be driven away. Indeed, this is exactly what happens in Strand (2002) and Strand and Demie (2005). Of course, controlling for these observable characteristics is necessary, but problems of possible reverse causation are potentially even more serious, as there may exist a whole host of unobservables (e.g.…”

Section: Research On Pupil Mobility and Achievementmentioning

confidence: 99%

“…This is particularly true on a national level, as most existing work focuses on pupils in specific Local Educational Authorities (Strand, 2002;Strand and Demie, 2005) or on specific birth cohorts of children (Ferri, 1976;Blane, 1985). In this study we offer a (predominantly descriptive) analysis of the extent of and patterns in pupil mobility for all state school children in England.…”

Section: Introductionmentioning

confidence: 99%

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The Mobility of English School Children*

2006

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Executive SummaryPupil mobility has become a key issue in recent British policy debates in education. The government is paying more attention to issues surrounding the extent and patterns of pupil mobility because of its potential impact on pupils' academic attainment, on their future contribution to society, on the schools they belong to, and the implications for the evaluation of school performance. However, despite this increasing emphasis, empirical analysis on the determinants of pupil mobility has been thin on the ground, especially in the UK context. This is particularly true at the national level, as most of the existing research focuses on pupils in specific LEAs or considers specific birth cohorts of children.In this study we offer an empirical analysis of the extent of and patterns in pupil mobility for all state school children in England. We exploit a large administrative longitudinal data source -the Pupil Level Annual School Census (PLASC) -for two academic years, 2001/2002 and 2002/2003. These data offer significant advantages because of their coverage of all state school pupils in every year of compulsory schooling. We measure pupil mobility on the basis of whether there is a change in the school that a pupil attends between two academic years. Another advantage of PLASC is that we are able, for the first time, to look at mobility patterns not only in terms of schooling, but also look at simultaneous changes in home residence.Our results show that 4.4 percent, or around a quarter of a million, of pupils make noncompulsory moves in the period of study. Our key findings are that: pupils from lower social background are more likely to switch schools than other pupils, and this is true for pupils at all stages of schooling; pupils who change schools are more likely to have a low previous academic attainment record than pupils who do not change schools; pupils placed in schools with high Key Stage performance levels move less than pupils from lower performance schools; pupils who move school and home simultaneously are typically more socially disadvantaged than otherwise; pupil mobility is more marked in London than in other regions of the country; and children who move are more likely to enter a school with better Key Stage performance than the one they left, although this improvement is significantly more marked for children from better off background.

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Section: Research On Pupil Mobility and Achievementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Mobility of English School Children*

2006

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“…Estimates of the effect of noncompulsory moves are vulnerable to this critique because they are bound up with their circumstances. The magnitude of noncompulsory student mobility coefficients on student outcomes is substantially reduced, sometimes to the point of statistical insignificance, once other covariates are accounted for (Alexander et al 1996;Gasper, DeLuca, and Estacion 2010;Pribesh and Downey 1999;Rumberger and Thomas 2000;Strand 2002;Strand and Demie 2006;Temple and Reynolds 1999). If an unobserved factor such as school disengagement (Rumberger and Larson 1998), family instability (Astone and McLanahan 1994), or poverty (Wright 1999) influences both the change in school enrollment and the outcome, then estimates of the effect of student mobility will be biased.…”

Section: Spurious Effectsmentioning

confidence: 99%

School Enrollment Changes and Student Achievement Growth

Grigg

2012

Sociol Educ

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Students in the United States change schools often, and frequent changes are associated with poor outcomes along numerous dimensions. These moves occur for many reasons, including both promotional transitions between educational levels and nonpromotional moves. Promotional student mobility is less likely than nonpromotional mobility to suffer from confounding due to unobserved factors. Using panel data from students enrolled in grades 3 to 8 in the Metropolitan Nashville Public Schools during the implementation of a major change in school attendance policies, this article investigates the potential influence of four types of school changes-including promotional student mobility-on test score growth in reading and mathematics. All types of changes are associated with lower achievement growth during the year the enrollment change occurred, representing approximately 6 percent of expected annual growth, or 10 days of instruction. This incremental deficit is particularly concerning for disadvantaged students since they change schools more frequently. The results suggest that being new to a school does influence student achievement net of other factors; they also imply that important social ties are ruptured when students change schools.

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“…The datasets were used to match schools on a number of criteria. As the strongest predictors of attainment are student intake characteristics (Strand & Demie, 2002), the comparison group was matched based on prior attainment (KS1), ethnicity, gender and social disadvantage (FSM eligibility) and Special Educational Needs status, as well as location (institutions were selected from authorities that are reasonable statistical neighbours to the Local Authority in question). The comparison groups were constructed so that they contained an approximately equal number of students to the sample schools.…”

Section: Quantitative Studymentioning

confidence: 99%

Improving schools through collaboration: a mixed methods study of school-to-school partnerships in the primary sector

Muijs

2015

Oxford Review of Education

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The principle of schools collaborating to improve is one that has seen growing interest in recent years, and there is emerging evidence that in particular collaboration between high and lower performing schools can be an effective school improvement method. However, this evidence relates primarily to secondary schools, and little research has been conducted on the factors that could make collaboration more or less effective. In this study we specifically looked at partnerships between low and high performing primary schools, in which high performing schools acted as supporters to low performing partner schools. A mixed methods approach was used. A quasi-experimental quantitative study was conducted to ascertain the relationship between partnership and pupil attainment using data from the National Pupil Database. This was followed up by case studies of nine partnerships. Findings showed that there was a positive relationship between partnership and pupil attainment at Key Stage 2, and that successful partnerships were characterised by intensive interventions focused on teaching and learning and leadership.

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Pupil mobility, attainment and progress in primary school

Cited by 40 publications

References 11 publications

The Mobility of English School Children*

The Mobility of English School Children*

School Enrollment Changes and Student Achievement Growth

Improving schools through collaboration: a mixed methods study of school-to-school partnerships in the primary sector

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