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Who Transfers and Where Do They Go? Identifying Risk Factors across Student, School, and Neighborhood Characteristics. EdWorkingPaper No. 25-1154

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Bibliographic Details
Title: Who Transfers and Where Do They Go? Identifying Risk Factors across Student, School, and Neighborhood Characteristics. EdWorkingPaper No. 25-1154
Language: English
Authors: Takeshi Terada, Jason Jabbari (ORCID 0000-0002-0196-4966), Yung Chun (ORCID 0000-0003-4042-7984), Richard Hall (ORCID 0000-0001-5374-532X), Ethan Greenstein (ORCID 0009-0000-3739-4689), Margaret K. Wallace (ORCID 0000-0001-7577-9950), Somalis Chy (ORCID 0000-0002-8503-6664), Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 53
Publication Date: 2025
Sponsoring Agency: James S. McDonnell Foundation (JSMF)
Document Type: Reports - Research
Descriptors: Student Mobility, Transfer Students, Place of Residence, Rural Urban Differences, Risk, At Risk Students, Special Needs Students, Family Environment, Housing Needs, Discipline Policy, Student Characteristics, Institutional Characteristics, Community Characteristics, Academic Achievement, Low Achievement
Geographic Terms: Missouri
Abstract: Research demonstrates "student mobility," or students transferring schools, significantly affects student academic outcomes, making it a critical concern for policymakers and practitioners. Within-school-year transfers, in particular, often reflect sudden, unexpected circumstances. However, research on the prevalence, risk factors, and patterns of student mobility remains limited. This study leveraged an ecological framework to identify student, school, and neighborhood characteristics linked to within-year school transfers and to examine whether these patterns differ across urban and suburban/rural contexts. Using regression modeling with Missouri state data spanning nine years, we examined who and where students moved. The results reveal both expected and novel patterns, such as higher transfer rates among students with unstable housing, special education needs, and in high-suspension schools, with implications for policy, practice, and future research.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED671734
Database: ERIC
Description
Abstract:Research demonstrates "student mobility," or students transferring schools, significantly affects student academic outcomes, making it a critical concern for policymakers and practitioners. Within-school-year transfers, in particular, often reflect sudden, unexpected circumstances. However, research on the prevalence, risk factors, and patterns of student mobility remains limited. This study leveraged an ecological framework to identify student, school, and neighborhood characteristics linked to within-year school transfers and to examine whether these patterns differ across urban and suburban/rural contexts. Using regression modeling with Missouri state data spanning nine years, we examined who and where students moved. The results reveal both expected and novel patterns, such as higher transfer rates among students with unstable housing, special education needs, and in high-suspension schools, with implications for policy, practice, and future research.