Date of Award


Level of Access Assigned by Author

Open-Access Dissertation

Degree Name

Doctor of Education (Ded)


Counselor Education


Dorothy Breen

Second Committee Member

Maureen Anderson

Third Committee Member

Sandra Caron


America’s population is highly mobile. Some students move between school years, during the summer months, while others transfer after the school year has begun. Classrooms throughout the United States are likely to have students moving-in and transferring-out at any point; mobility occurs before, during, and after the school year begins. Research indicates that mobility has an effect on academic achievement. The major purpose of this study was to investigate the effect of the timing of student transfer on academic achievement. Students who transferred Early (during the summer) and students who transferred Late (during the school year) were compared to those who did not transfer. Multiple Regression analysis was used to determine if the timing of student mobility significantly effects achievement as measured by the Maine Educational Assessment (MEA). MEA scores of students from a small, rural Maine school system were regressed on gender, socioeconomic status, (SES) transfer status, mobility number, and the timing of transfer. Results indicated that: transferring, cumulative number of transfers, and the timing of transfer did not have a significant effect on academic achievement. Recommendations for further study included longitudinal study, consideration of personal characteristics of movers, reasons for moving, qualitative studies, the social implications of student mobility and an examination of school district polices and their effectiveness regarding transfer students.