Limiting Mobility and Improving Student Achievement
Hamline University - School of Law; Hamline University
affiliation not provided to SSRN
January 1, 1999
Hamline Law Review, Vol. 23, p. 1, 1999
In the United States, there is a growing concern about the failure of public education. Many claim that poverty, and the problems associated with poverty, are the most significant barriers to academic success. Moreover, the schools do not have to resources to deal with the growing number of poor children and the associated risk factors. Many poor children are successful however, and for that reason, research has attempted to focus on other environmental characteristics of poor children as factors that lead to low academic performance. This article focuses on one of these characteristics: mobility, also known as transiency. The article demonstrates that mobility is related to other characteristics of poverty. Part II of this article examines the impact of mobility on student achievement. Part III reviews the relationship between mobility and achievement in the Minneapolis Public School District. Part IV analyzes the concept of educational neglect to determine whether or not a parent’s frequent moves could constitute educational neglect that would lead to some type of state involvement to protect the child. Part V presents potential legal responses and legal barriers to reducing student mobility. Finally, parts VI and VII suggest that appropriate government action could be taken to improve the education of the children.
Number of Pages in PDF File: 37
Keywords: Education, academic performance, poverty, mobility, transiency, Minneapolis school district, educational neglect
Date posted: October 1, 2011
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