This document summarizes a study that examined the relationship between student transiency (mobility) and academic performance. The study analyzed test score data from 89 third grade students, categorizing them as non-mobile, mobile, or highly mobile. It found no statistically significant differences in reading or math scores among the three groups. While previous research suggested transiency could negatively impact achievement, this particular study did not find conclusive evidence of such an effect on third grade performance.

1. The Relationship
between Transiency and
Student Performance
Emily M. Spira
Piedmont College

2. Why student transiency?
America has the highest rate of transiency in the world. On average,
forty-three million Americans move every year.
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.

3. Why student transiency?

4. Problem Statement
•
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

5. Hypothesis
I suspected student mobility impacted student achievement
in reading and math negatively.
According to the Literature:
Four times
more likely to
drop out of
school before
graduating high
school when
moved three
times before 8th
grade
Lower
standardized
test scores
Challenges for
teachers and
students
Multiple moves
result in
significant
impact
Significant
relationship
between
poverty and
mobility

6. Research Question
What impact does transiency have on
student achievement in reading and
math?

7. Approval
process
Participants:
Analysis of
Variance
test
89 3rd grade
students
Methodology
Students were
designated as
Data
collection in
May 2013
1. Not Mobile
2. Mobile
3. Highly Mobile
Instrument:
Reading and
Math GCRCT

8. Data Analysis
Reading GCRCT Mean Scores
Math GCRCT Mean Scores
Not Mobile
867.5
Not Mobile
870.1
Mobile
860.9
Mobile
861.4
Highly Mobile
855.9
Highly Mobile
849.9
Highly Mobile
Highly Mobile
Mobile
Series1
Not Mobile
Mobile
Series1
Not Mobile
850
855
860
865
870
830
840
850
860
870
880

9. 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.

10. Thank you for coming!
Questions?