Surviving High School Transfers: A Multilevel Study of Student and School Characteristics Related to School Transfer, Graduation, and College Entry

Abstract

Background: Transferring schools frequently happens across the United States from kindergarten to college. While student mobility studies have focused more on elementary and middle school grades, research at the high school level is limited. In addition, studies on transfer during high school related to postsecondary education are even more scarce. This dissertation investigates transfer risk associated with student and school characteristics and its association with high school graduation and college enrollment. Method: The dissertation used analytic samples from a cohort of 6,810 first-time ninth graders enrolled in Baltimore City Public Schools from 2012-2013 to 2017-2018. To examine the factors related to college entry, a second analytic sample included only students who obtained a high school diploma, a certificate of completion, or a GED (N = 4,297). The study employed mixed-effects parametric proportional hazards modeling to investigate student- and school-level characteristics associated with time to the transfer event, and multilevel binary logistic regressions to analyze student and school factors related to odds of high school graduation and college enrollment. Results: Thirty-four percent of students transferred schools during the study period. White students, those with missing 8th-grade math test scores, students who received a suspension, and employed students were at a reduced risk of transfer. Chronic absentees and those with standardized 8th-grade math scores had increased transfer risk. While the school percentage of students eligible for free and reduced meals related to a reduced transfer risk, the school special education rate was associated with increased transfer risk. Transferring schools was associated with lower odds of graduation and college entry, and percentage of school transfer was associated with lower odds of college enrollment. Transfer, as it related to graduation and college entry, varied across schools. Conclusion: School transfer is a multidimensional event related to adverse educational outcomes for many students. This dissertation identified student and school characteristics associated with time to transfer risk. Moreover, the study highlighted the adverse effects of transfer on graduation and college entry. Finally, a discussion of the limitations, strengths, and implications for research, policy, and practice are presented.