TY - JOUR
T1 - The Effect of Residential Mobility on Student Performance
T2 - Evidence From New York City
AU - Cordes, Sarah A.
AU - Schwartz, Amy Ellen
AU - Stiefel, Leanna
N1 - Funding Information:
We thank Ingrid Gould Ellen and Jeffrey Zable for their feedback, and Meryle Weinstein for her assistance with data, logistics, and technical support. We also thank seminar participants at the Institute for Education and Social Policy, Urban Economics Association, APPAM and AEFP annual meetings for helpful advice, and the Spencer Foundation for support for this research. All conclusions are the authors’ alone. Supplemental material is available for this article in the online version of the journal.
Publisher Copyright:
© 2019 AERA.
PY - 2019/8/1
Y1 - 2019/8/1
N2 - Residential mobility is likely to have consequences for student performance, but prior empirical work is largely correlational and offers little insight into its impacts. Using rich, longitudinal data, we estimate the effects of residential mobility on the performance of New York City public school students. Using both student fixed effects and instrumental variables approaches, we find that long-distance moves have negative effects, while short-distance moves improve student performance. These differential effects are partially, but not fully, explained by school mobility. Rather, the positive effects of short-distance moves may be explained by improvements in housing, while the negative impacts of long-distance moves may be explained by lower performance relative to school peers and loss of social capital.
AB - Residential mobility is likely to have consequences for student performance, but prior empirical work is largely correlational and offers little insight into its impacts. Using rich, longitudinal data, we estimate the effects of residential mobility on the performance of New York City public school students. Using both student fixed effects and instrumental variables approaches, we find that long-distance moves have negative effects, while short-distance moves improve student performance. These differential effects are partially, but not fully, explained by school mobility. Rather, the positive effects of short-distance moves may be explained by improvements in housing, while the negative impacts of long-distance moves may be explained by lower performance relative to school peers and loss of social capital.
KW - academic achievement
KW - residential mobility
KW - school mobility
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U2 - 10.3102/0002831218822828
DO - 10.3102/0002831218822828
M3 - Article
AN - SCOPUS:85060714761
SN - 0002-8312
VL - 56
SP - 1380
EP - 1411
JO - American Educational Research Journal
JF - American Educational Research Journal
IS - 4
ER -