Student Mobility and Its Implications for Schools' Adequate Yearly Progress.

Correlation and regression analyses were used to investigate the relationship of student mobility (as expressed by the school-level mobility rate) and first through fifth grade reading, language arts, and mathematics achievement for a statewide sample of 1062 elementary schools. Comparison data were analyzed to further investigate the relationship of school-level mobility rate and achievement for schools that met adequate yearly progress (AYP), a mandate of the No Child Left Behind Act of 2001, and those that did not meet AYP. Findings indicated moderate, negative correlations between mobility rate and achievement across grade levels and subject areas; modest, negative correlations between achievement and mobility when school enrollment size or school poverty status were controlled; and, no significant differences in mobility rate, school size and poverty status for schools that met AYP when compared to schools that did not meet AYP. [ABSTRACT FROM AUTHOR]