Center for Latino Policy Research

Students in the United States are highly mobile. Previous research has shown that the majority of students in the United States change schools between grades 1 and 12 for reasons other than promotion from one level to another (e.g., elementary to middle school.). Research also has found that student mobility is generally detrimental to student achievement. Despite this evidence, the issue of student mobility has not received much attention from educational researchers, practitioners, or policy makers.

In this report we examine student mobility among California Latino adolescents. Student mobility may be especially important in California because of its highly mobile population. Latinos are the largest and fastest growing segment of the state population. According to California Department of Finance estimates, the Latino public-school population is projected to triple in size between 1986 and 2006, while the non-Latino public-school population is projected to decrease (see Figure 1.1). Consequently, if student mobility can be problematic for both students and schools, as previous research suggest, it is especially important to understand the nature of mobility among the Latino population.

Using longitudinal data on two samples of California students—the first a group of 8th grade students who were surveyed over a sex-year period from 1988 to 1994; and the second a group of low-income, urban Latino 7th grade students who were first studied over a six-year period from 1990 to 1996—this study examined the incidence, causes, and consequences of student mobility, particularly during high school. Throughout this study we examine differences between Latino and non-Latino white students, as well as differences among Latino students. Here we summarize some of the major findings of this study.