Fordham and Community Research Partners’ student mobility project, released last week, measures the frequency and describes the pattern of student movement in Ohio's schools. The mobility data, while dense, have practical and strategic uses for school-level and district-level practitioners.
Here’s one possible use.
Our research provides educators with information about student mobility networks. This information can help superintendents, principals, and teachers know which schools they are most connected to, by way of student moves.
At a school building level, network data can help educators identify which schools they need to work closely with—perhaps aligning curricular or instructional approaches or making sure their textbooks are the same. At a district-level, network data can help administrators plan facilities or personnel. For example, administrators may find highly-connected schools easier to consolidate, if facility costs are a concern. Similarly, to save on personnel costs, districts could share staff across highly-connected schools. Rather than having a school counselor for each school building, a single counselor may just as effectively serve multiple but highly-connected schools.
To illustrate what a student mobility network looks like (see, D. Kerbow, 1996), I use Bond Hill Elementary School as an example—for no reason other than for illustration. Bond Hill, enrollment 400, is part of Cincinnati Public Schools, 91 percent economically disadvantaged, and nearly 100 percent minority. The school received a C rating (Continuous Improvement) in 2010-11 and in 2011-12.
Bond Hill had an above average one-year churn rate in 2010-11 (32 percent) compared to Cincinnati Public Schools (on...