Student Mobility and High School Graduation: Data Interactive

This analysis series builds on OCID’s previous work by diving deeper into student mobility and the association between graduation rates and different types and frequency of school transitions. Previous research shows that student mobility may have harmful effects on student educational and health outcomes, as well as social development.

Student mobility refers to students who change schools due to reasons other than grade promotion. This OCID analysis defines several types of student mobility:

  • Within-district transitions are school transitions between 2 schools in the same district.
  • Outside-district transitions are school transitions between 2 schools in different districts.
  • Late enrollment to Oregon public schools occurs when a student enrolls in Oregon public schools for the first time after 1st grade (each student can have only 1 late enrollment transition).
  • An enrollment gap occurs when a student is unenrolled from Oregon public schools for 1 or more academic years, and then returns to a public school.

All 4 of these types can occur either:

  • Midyear (during the academic year from September 1 to June 15), or
  • Over the summer (outside of the academic year from June 16 to August 31).
Important Things to Know
  • The study cohort included Oregon public school students who were first-time 9th graders in the 2016–2017 or 2017–2018 academic years, including students born within and outside the state of Oregon (N = 89,760).
  • Measures of educational success can take different forms such as career and technical education, apprenticeship pathways, generalized equivalency diploma (GED), and a high school diploma. Of these outcomes, OCID currently only has access to data on the receipt of a standard high school diploma within 5 years.
  • Personal characteristics such as race and ethnicity or geography are intended to act as a proxy for experiences or exposures that cannot be measured accurately and completely with available data, such as systemic racism, toxic stress, or lack of access to resources. These data do not fully describe an individual’s identity or experience.
  • Causal relationships between characteristics and outcomes or explanations for patterns cannot be drawn from the data presented here. See the full brief on Student Mobility and High School Graduation for estimates of the association of various types of student mobility on not graduating from high school, while controlling for key student characteristics .
  • In order to protect the identities of individuals in the OCID population, and in adherence to data use agreements covering release of the data, results are suppressed if they do not meet minimum reporting thresholds. Please visit the Dataset Overview page for details.

Related OCID Resources

Class of 2020: Midyear School Transitions

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Look at the Class of 2020: Midyear School Transitions analysis to learn about another main factor related to 4-year high school graduation.

Class of 2020: Foundational Analyses

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This set of foundational analyses examines available state data on the lifespan of students from birth to graduation age in 2020, including equity components and connections across multiple publicly funded programs.

Data Development and Considerations

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Read more about considerations for using administrative data and OCID’s methodology to consistently report race and ethnicity information across data sources.