This study examines the mobility rates of English Learner (EL) students in the School District of Philadelphia (SDP). Student mobility refers to the process of students changing schools, either during the school year or over the summer break. This phenomenon is common in many large city school districts, including Philadelphia. This research examines the experiences of students from the 2021-22 to the start of the 2023-24 school year, providing critical insights into the challenges EL students face and how the district can better support them.
Key Findings:
- Higher Mobility Rates: EL students are more likely to move schools compared to their non-EL peers. Over the studied years, 24% of EL students experienced school moves, compared to 18% of non-EL students.
- Nuanced Patterns: Long-Term English Learner (LTEL) students—those classified as EL for six or more years—showed lower mobility rates. LTEL students had a within-year mobility rate of 14.6%, compared to 30% for non-LTEL EL students.
- Reasons for Mobility: Transfers often stem from changing residences, safety concerns, disciplinary actions, school selection, or program-specific needs for EL students. Many EL students move to access programs that better meet their educational requirements.
- Between-Year Mobility: EL and non-EL students had similar between-year mobility rates (16%), but former EL students experienced much lower rates (8%).
Recommendations for Action:
To address these mobility patterns and better support EL students, the study suggests:
- Targeted Support: Focus on providing resources and assistance to newly arrived EL students and those not classified as LTELs, who experience higher mobility rates.
- Enhanced Data Collection: Improve data systems to track students’ full histories of EL classification, offering a clearer picture of mobility trends.
- Program Development: Create programs tailored to meet the unique needs of EL students, whether they are newly arrived or long-term ELs.
- Community Engagement: Work closely with families to understand their perspectives and reasons for school transfers, ensuring policies align with their needs.
This research underscores the importance of understanding and addressing the unique challenges EL students face. By targeting support and improving systems, the district can reduce unnecessary mobility and create a more stable environment for learning.
