Comparison of Academic Performance of Settled-Out and Mobile Migrant Children in Northwest Ohio

Abstract

The non-nomadic lifestyle of settled-out migrant children was felt to be more conducive to positive academic achievement than that of their still mobile peers. Thus, an academic comparison between these two types of migrant school children was suggested and undertaken. The three-part working hypothesis of this study was that settled-out migrant school children will be found to: 1. academically outperform still mobile migrant children; 2. exhibit a significantly higher level of academic superiority; and 3. demonstrate improvement in academic performance with time. These three findings were expected to occur because settled-out migrant children have had greater geographical stability and, thus, more time to become accumulated into the local community than have still mobile migrant children. The academic performances of settled-out and mobile migrant children were compared using grades four, five, and six in 31 elementary and middle schools in northwest Ohio for the first grading period of the 1986-87 school year. The data analysis confirmed the first and second expectations of the hypothesis; but, surprisingly and disconcertingly, did not support the third. Although settled-out migrant children consistently were found to be significantly academically superior to mobile migrant children throughout the three grades examined, it appeared, in this case at least, that both groups performed less well academically as they spent more years in school.