Student Mobility, Segregation, and Achievement Gaps: Evidence From Clark County, Nevada

Richard O. Welsh

Research output: Contribution to journalArticlepeer-review

Abstract

Student mobility and school segregation are two important issues with significant equity implications for urban school districts that are often addressed separately. This article examines the relationship between student mobility and school segregation. The findings indicate that more segregated schools typically have smaller within-school achievement gaps, a lower proportion of proficient students, a higher proportion of low-income and minority students, and higher nonstructural mobility rates (especially within-year mobility) than less segregated schools. The results also suggest that, regardless of the timing of school changes, high levels of achievement segregation are a significant predictor of student mobility. Policy implications are discussed.

Original languageEnglish (US)
Pages (from-to)55-85
Number of pages31
JournalUrban Education
Volume53
Issue number1
DOIs
StatePublished - Jan 1 2018

Keywords

  • achievement gaps
  • educational equity
  • school segregation
  • student mobility
  • urban school districts

ASJC Scopus subject areas

  • Education
  • Urban Studies

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