Student mobility and NCLB mandates in New York State: A study of eight Nassau County districts

2006 2006

Other formats: Order a copy

Abstract (summary)

The United States is a mobile society, and this mobility brings about changes in the classroom as students enter and leave. These changes have the potential to impact student achievement as measured by the State assessments. This study examined the relationship of student mobility and district achievement using three New York State mathematics assessments to compare the achievement results of mobile students to those of non-mobile students in high and low mobility districts.

This study differed from current research in the field of student mobility and achievement. Current research indicates that mobility is a factor in achievement. This research did not find mobility to be a factor in student achievement.

Eight districts from Nassau County, New York, participated in the study. These districts represent 20% of the K-12 districts in the County. In terms of size, they are representative of the average districts throughout the County. Student data were collected relative to the New York State Mathematics Assessments from the participating districts at five key points of time that spanned the years 1999 to 2005.

Three research questions were developed to get at the complexity associated with student mobility. These questions allowed for analysis of definitions of mobility and the disaggregation of data by district, sex, and race/ethnicity. The data reflect no difference in achievement between mobile and non-mobile students by district on the Mathematics 4, Mathematics 8 and Math A assessments. When data were disaggregated by district, there were limited differences that favored mobile students.

By gender there were no differences in the achievement by mobility for the three mathematics assessments. At the Math A Regents level, the limited differences found favored female mobile students.

By race/ethnicity, there were no differences in the achievement by mobility for the three mathematics assessments. When disaggregated by district, at the Math A level, there were limited differences that favored mobile students of several race/ethnicities. At the Mathematics 8 level, the limited differences favored non-mobile students of several race/ethnicities.

Overall, this study found no difference in standardized test score results between mobile and non-mobile students in the eight participating study districts.

Indexing (details)

Mathematics education;
Educational evaluation;
0280: Mathematics education
0288: Educational evaluation
0727: Curricula
0727: Teaching
Identifier / keyword
Education; Mathematics; Nassau County; New York; No Child Left Behind; Student mobility
Student mobility and NCLB mandates in New York State: A study of eight Nassau County districts
D'Aguanno, Valerie C.
Number of pages
Publication year
Degree date
School code
DAI-A 67/10, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Shakeshaft, Charol
Hofstra University
University location
United States -- New York
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.