Hypermobility and Educational Outcomes: The Case of St. Louis

Autor/inn/en	Metzger, Molly W.; Fowler, Patrick J.; Swanstrom, Todd
Titel	Hypermobility and Educational Outcomes: The Case of St. Louis
Quelle	In: Urban Education, 53 (2018) 6, S.774-805 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916682571
Schlagwörter	Student Mobility; Public Schools; Urban Schools; Literature Reviews; At Risk Students; Low Income Groups; Neighborhoods; Racial Bias; Housing; Environmental Influences; Peer Relationship; Budgets; Classroom Environment; Homeless People; Intervention; Missouri (Saint Louis) + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Neighbourhoods; Nachbarschaft; Racial discrimination; Rassismus; Unterkunft; Environmental influence; Umwelteinfluss; Peer-Beziehungen; Finanzhaushalt; Klassenklima; Unterrichtsklima; Homeless person; Homeless persons; Obdachloser
Abstract	The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of the current approaches to this challenge, and propose additional policy and program solutions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01