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:
• The U.S. Government Accounting
department reported students who
change schools more than three
times before eighth grade are four
times more likely to drop out of
school before graduating high
school.
•
High transiency rates were found to
correlate with lower test scores on
standardized tests, with the gap
widening between mobile and nonmobile students as students got
older.
•
High rates of mobility result in
challenges and frustration for both
students and teachers.
•
A single move during elementary
school may not impact a child;
however, when multiples moves
accrue the impact can be significant.
•
There is a significant relationship
between student mobility and
poverty.

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?