Pupils’ school mobility during elementary school

What motives and results

Bibliographic Data

ID11166202
AuthorsClaire Bonnard (0000-0002-3887-1763, Institute of Research in Education, University of Burgundy, IREDU, Dijon, France, corresponding author)
Year2023
Volume44
Issue6
Pages1018-1034
Publication date2023-08-18
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Sociology of Education (JOURNAL)
Journal identifiersISSN: 0142-5692 • E-ISSN: 1465-3346
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01425692.2023.2225212
OpenAlexW4381480963
LanguageEN
Citations received1
References cited30

In France, a quarter of pupils change schools during their elementary education. In this article, we analyse families’ motives in changing schools. Using a rich longitudinal database, we distinguish different motives for mobility: strategic mobility (search for a better school), reactive mobility (due to school difficulties) and residential mobility (due to a move). These different mobilities concern different academic and social student profiles. We then examine the extent to which school mobility influences later school performance. Using matching methods, we show that mobile pupils have significantly higher academic achievement than non-mobile pupils at the end of elementary school. These results are nevertheless heterogeneous with a neutral influence of strategic mobility, a negative influence of reactive mobility and a positive influence of residential mobility

Academic achievement · Geography · Longitudinal study · Matching (statistics · Mathematics education · Mobilities · Pedagogy · Quarter (Canadian coin · Social mobility · Social science · Sociology · Early Childhood Education and Development · Mathematics · Psychology · School Choice and Performance · Urban, Neighborhood, and Segregation Studies

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