Moving school is a major event for students, with potential impacts on both student and school performance. Students can experience a diversity of move types, including variation in timing, origin and destination, though this complexity is not always acknowledged in studies or educational policies, which tend towards binary distinctions of movers versus non-movers. However, it is crucial to understand the vulnerabilities and outcomes associated with different mobility types, including to inform more effective and efficient targeting of support. We therefore study the extent, impacts and predictors of a diverse range of school moves during secondary schooling for a cohort of students completing their end-of-school examinations in 2018/2019 in England. We highlight a negative association between mobility and achievement for all movement types, however, we find substantial heterogeneity in the strength of their association with student performance and highlight the likelihood of making different types of school moves vary by student characteristics. Therefore, we recommend the wider consideration and examination of diverse mobility features by research and in educational accountability systems.

中文翻译：

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学生流动性：英格兰中学生一系列运动类型的程度、影响和预测因素

搬家对学生来说是一件大事，对学生和学校的表现都有潜在的影响。学生可以体验到移动类型的多样性，包括时间、起点和目的地的变化，尽管这种复杂性并不总是在学习或教育政策中得到承认，这些政策倾向于将移动者与非移动者进行二元区分。然而，了解与不同流动类型相关的脆弱性和结果至关重要，包括为更有效和更有效率的支持目标提供信息。因此，我们研究了在英格兰完成 2018/2019 学年期末考试的一群学生在中学教育期间各种学校搬迁的程度、影响和预测因素。我们强调所有运动类型的流动性和成就之间的负相关，然而，我们发现它们与学生表现的关联强度存在很大的异质性，并强调了不同类型的学校移动的可能性因学生特征而异。因此，我们建议通过研究和教育问责制更广泛地考虑和检查各种流动性特征。