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Mobility and School Disruption

Author

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  • Steve Gibbons
  • Shqiponja Telhaj

Abstract

We consider the influence that mobile pupils have on the academic achievements of other pupils in English primary schools. We find that immobile pupils in year-groups (à la US "grades") that experience high pupil entry rates progress less well academically between ages 8 and 11 than pupils in low-mobility year groups (grades), even within the same school. The disruptive externalities of mobility are statistically significant, but actually very small in terms of their educational impact. An increase in annual entry rates from 0 to 10% (a 4 standard deviation change) would set the average incumbent pupil back by between 1 and 2 weeks, or about 4% of one standard deviation of the gain in pupil achievement between ages 7 and 11.

Suggested Citation

  • Steve Gibbons & Shqiponja Telhaj, 2007. "Mobility and School Disruption," CEE Discussion Papers 0083, Centre for the Economics of Education, LSE.
  • Handle: RePEc:cep:ceedps:0083
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    Cited by:

    1. Stephen Gibbons & Olmo Silva & Felix Weinhardt, 2013. "Everybody Needs Good Neighbours? Evidence from Students’ Outcomes in England," Economic Journal, Royal Economic Society, vol. 123, pages 831-874, September.
    2. Stephen Gibbons & Olmo Silva & Felix Weinhardt, 2010. "Do Neighbours Affect Teenage Outcomes? Evidence from Neighbourhood Changes in England," SERC Discussion Papers 0063, Spatial Economics Research Centre, LSE.

    More about this item

    Keywords

    pupil mobility; pupil achievement; externalities;

    JEL classification:

    • H4 - Public Economics - - Publicly Provided Goods
    • I2 - Health, Education, and Welfare - - Education
    • R2 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - Household Analysis
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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