The Relationship between Transiency and

Student Performance

Emily M. SpiraPiedmont College

According to data from the 2010 Current Population Survey 100.2 million people aged 5 years and

over lived in a different residence 5 years ago.

Why student transiency? America has the highest rate of transiency in the world. On average,

forty-three million Americans move every year.

Why student transiency?

• The goal of this study is to determine whether transiency affects student performance.

• Transiency is a growing problem at the elementary school level• Challenges exist for teachers and students• Students can have gaps in their learning

• Curriculum differences• Calendar differences

• Student mobility also affects a students’ social and emotional well-being

Problem Statement

According to the Literature:• The U.S. Government Accounting

department reported students who change schools more than three times before eighth grade are four times more likely to drop out of school before graduating high school.

• High transiency rates were found to correlate with lower test scores on standardized tests, with the gap widening between mobile and non-mobile students as students got older.

• High rates of mobility result in challenges and frustration for both students and teachers.

• A single move during elementary school may not impact a child; however, when multiples moves accrue the impact can be significant.

• There is a significant relationship between student mobility and poverty.

HypothesisI suspected student mobility impacted student achievement in reading and

math negatively.

What impact does transiency have on student achievement in reading and

math?

Research Question

Methodology

Approval process

Participants:89 3rd grade

students

Students were designated as1. Not Mobile

2. Mobile3. Highly Mobile

Instrument: Reading and Math GCRCT

Data collection in May 2013

Analysis of Variance

test

Not Mobile 867.5

Mobile 860.9

Highly Mobile 855.9

Data AnalysisReading GCRCT Mean Scores

Not Mobile

Mobile

Highly Mobile

850 852 854 856 858 860 862 864 866 868

Series1

Math GCRCT Mean Scores

Not Mobile 870.1

Mobile 861.4

Highly Mobile 849.9

Not Mobile

Mobile

Highly Mobile

835 840 845 850 855 860 865 870 875

Series1

Conclusion

• There is not a significant difference between any of the groups on the reading or math GCRCT (p>.05).

• The findings indicate transiency does not impact third grade

student achievement in reading and math as measured by GCRCT.

Thank you for coming!

Questions?