The Data

Mobility Blueprint is an integrated, turn-key platform for improving student outcomes by:


Students changing schools for reasons other than grade promotion is one of the largest barriers to student success in schools today. Moving schools is particularly hard on low-income children, yet these are the students who most often experience mid-year shifts due to the need for families to find affordable housing or alternate living accommodations.


Students who experience mid-year change often display a decline in both academic performance and social-emotional well-being.


While many school districts experience 90 to 95% Average Daily Attendance (ADA), the number of daily absences is still high. A contributing factor is student mobility, where students miss, on average, 5-6 days of school in the transition. Not only is instructional time missed, but teachers must assist students in catching up.


Texas is in the process of transitioning to an A-F accountability system where standardized tests will still be the primary measure, but other areas of growth will also be included. Forty-five percent of the overall rating will take into account a variety of additional information including attendance, community engagement, AP course enrollment, among other factors.


Students changing schools for reasons other than grade promotion is one of the largest barriers to student success today.

What you need to know

What happens when mobility is an issue

Students who move often between schools may experience a range of problems such as

  • Lower achievement levels due to discontinuity of curriculum between schools
  • Behavioral problems
  • Difficulty developing peer relationships
  • A greater risk for dropping out
Connecting student mobility and dropout rates

In a study entitled Student Mobility and the Increased Risk of High School Dropout by Rumberger and Larson (1998), the researchers state that “student mobility is both a symptom of disengagement and an important risk factor for high school dropouts”. Research indicates that frequent school changes have a cumulative effect on students achievement that can place them as much as a year behind their peers (Kerbow, 1996). Students changing schools frequently are also at greater risk of dropping out (Rumberger and Larson, 1998).