Myths of Student Mobility Report

In 2005, the Fund concluded a study of student movement patterns in the Denver metro schools.  We tracked highly mobile students through moves, compared their test scores to their peers, interviewed the students and their parents, and found one overriding truth – mobility is not an excuse for not teaching a child.

In fact, the study found a high correlation between mobility and a student’s performance in school.  But mobility was not the primary predictor of student achievement, which means that mobility can be overcome as an obstacle through the right approaches.  The report indicated that mobility happens across all income levels and all ethnicities.  Income level and ethnicity were better predictors of academic performance than mobility. We also determined that overall performance remained relatively stable for all mobile students.  A high percentage of mobile students can affect a school’s academic rating, but some schools that have implemented programs to address mobility have performed relatively well despite high mobility numbers.  Among the study’s recommendations were that schools be prepared to receive these mobile students, to provide them individual attention, and that a statewide system of communicating a student’s records from one school to the next be strengthened.

	Executive Summary
	Full Report

ACT Test Prep

The Fund conducted a two-year research project to determine if test preparation would boost student achievement for at-risk students and, if so, what kind of test-prep was most successful.

This study examined the theory that disadvantages students do poorly because they lack access to instruction in test-taking strategy. Ultimately, the research found that test preparation in any form is ineffective for students who lack fundamental knowledge of the subjects. To level the playing field, these students need more than test-prep – they need instruction in foundational skills and knowledge.

This experience led the Fund directly into what has become its central focus over the past three years – raising academic opportunity and performance for students at Colorado’s most disadvantaged high schools and middle schools. In other words, addressing the real problem, not just the symptoms.