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When children move: Behavior and achievement outcomes during elementary school

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  • Christy Lleras
  • Mary McKillip

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.

Suggested Citation

  • Christy Lleras & Mary McKillip, 2017. "When children move: Behavior and achievement outcomes during elementary school," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(2), pages 177-187, March.
    • Handle: RePEc:taf:vjerxx:v:110:y:2017:i:2:p:177-187
    DOI: 10.1080/00220671.2015.1060930
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