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作者

来源

URBAN EDUCATION,Vol.53,Issue6,P.774-805

语言

英文

关键字

housing; residential instability; poverty; racism; urban renewal; student mobility; urban education; RESIDENTIAL-MOBILITY; ACADEMIC-ACHIEVEMENT; HOUSING INSTABILITY; STUDENT MOBILITY; SCHOOL MOBILITY; MENTAL-HEALTH; CHILDHOOD; BEHAVIORS; FAMILIES; DROPOUT

作者单位

[Metzger, Molly W.; Fowler, Patrick J.] Washington Univ St Louis, George Warren Brown Sch, social Work, St Louis, MO USA. [Swanstrom, Todd] Univ Missouri, Community Collaborat & Publ Policy, St Louis, MO 63121 USA. Metzger, MW (reprint author), Washington Univ St Louis, Campus Box 1196,One Brookings Dr, St Louis, MO 63130 USA. E-Mail: mmetzger22@wustl.edu

摘要

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.