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CEE/Education and skills discussion paper

Mobility and School Disruption


We consider the influence that mobile pupils have on the academic achievements of other pupils in English primary schools. We find that immobile pupils in year-groups (à la US “grades”) that experience high pupil entry rates progress less well academically between ages 8 and 11 than pupils in low-mobility year groups (grades), even within the same school. The disruptive externalities of mobility are statistically significant, but actually very small in terms of their educational impact. An increase in annual entry rates from 0 to 10% (a 4 standard deviation change) would set the average incumbent pupil back by between 1 and 2 weeks, or about 4% of one standard deviation of the gain in pupil achievement between ages 7 and 11.


Steve Gibbons and Shqiponja Telhaj

August 2007     Paper Number CEEDP0083

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This CEE/Education and skills discussion paper is published under the centre's Education and skills programme, Education and skills programme.