Academic Achievement Differences by Student Mobility: An Analysis of Texas Grade 8 Student Performance

1
John Slate
John Slate
2
Lee A. Wright
Lee A. Wright
3
John R. Slate
John R. Slate
4
George W. Moore
George W. Moore
1 Sam Houston State University
3 Cleveland ISD, Sam Houston State University

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Differences in reading, mathematics, and science achievement of Grade 8 students as a function of mobility were examined with and without controls for economic status in this investigation. Data were obtained from the Texas Education Agency Public Education Information Management System for the 2003-2004 through the 2007-2008 school years. Statistically significant differences were revealed in reading, mathematics, and science test scores as a function of student mobility, both when controlling for and not controlling for economic status. Mobile students had statistically significantly lower reading and mathematics test scores than did non-mobile students for all 6 school years. Science scores were statistically significantly lower for all three years for which data were available. Implications for policy and practice and suggestions for future research were made.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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John Slate. 2017. \u201cAcademic Achievement Differences by Student Mobility: An Analysis of Texas Grade 8 Student Performance\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 16 (GJHSS Volume 16 Issue G10): .

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GJHSS Volume 16 Issue G10
Pg. 1- 12
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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January 27, 2017

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Differences in reading, mathematics, and science achievement of Grade 8 students as a function of mobility were examined with and without controls for economic status in this investigation. Data were obtained from the Texas Education Agency Public Education Information Management System for the 2003-2004 through the 2007-2008 school years. Statistically significant differences were revealed in reading, mathematics, and science test scores as a function of student mobility, both when controlling for and not controlling for economic status. Mobile students had statistically significantly lower reading and mathematics test scores than did non-mobile students for all 6 school years. Science scores were statistically significantly lower for all three years for which data were available. Implications for policy and practice and suggestions for future research were made.

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Academic Achievement Differences by Student Mobility: An Analysis of Texas Grade 8 Student Performance

Lee A. Wright
Lee A. Wright
John R. Slate
John R. Slate Cleveland ISD, Sam Houston State University
George W. Moore
George W. Moore

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