Abstract
Research has demonstrated that high rates of student mobility are associated with a range of negative academic outcomes, both for students who leave their schools and those who remain behind. The current study focused on mobility among those enrolled in charter schools in the state of Indiana. A multilevel Cox Proportional Hazards survival analysis model was used to identify significant predictors of student mobility within and from a state charter school system, using factors at both the student and school levels. Results indicated that initial student achievement upon first entering a charter school, student ethnicity, participation in a Title I funded program, and average years of teacher experience at the school were all associated with the decision to leave the charter. Specifically, students with higher initial achievement scores, those eligible for Title 1 services, and non-Caucasian students were more likely to leave charter schools prematurely. In addition, schools with a more experienced faculty had lower early departure rates than did those with less experienced teachers.
Keywords: charter schools; student mobility; event history analysis
Un análisis de la movilidad estudiantil y la retención en las escuelas charter de Indiana
Resumen
Investigaciones han demostrado que altas tasas de movilidad de los estudiantes se asocian con una serie de resultados académicos negativos, tanto para los estudiantes que abandonan sus escuelas como para los que se mantienen en ellas. Este trabajo analizó la movilidad entre estudiantes matriculados en las escuelas "charter" en el estado de Indiana. Tomando en cuenta factores tanto de los estudiantes como del nivel escolar, se utilizó el modelo de análisis Cox multinivel de riesgos Proporcionales de Supervivencia para identificar predictores significativos de la movilidad de los estudiantes dentro y desde el sistema de escuelas charter del estado. Los resultados muestran que el rendimiento de los estudiantes cuando entran en una escuela "charter", el origen étnico de los estudiantes, la participación en un programa financiado por el programa Título I, y el promedio de años de experiencia de los docentes en las escuelas estaban asociados con la decisión de abandonar una escuela "charter". Específicamente, los estudiantes no-caucásicos, que inicialmente tenían mayores puntajes académicos, y eran candidatos de obtener asistencia a través del programa Título I tenían más probabilidades de abandonar las escuelas "charter" prematuramente. Además, las escuelas con un profesorado con más experiencia tenían tasas menores de salida anticipada que aquéllas con docentes con menos experiencia.
Palabras clave: escuelas "charter", movilidad de estudiantes; análisis histórico de eventos.
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