Unfortunately, there seems to be an inherent lack of scholarship associated with rural mobility programs that specifically focus on Appalachia. However, scholars like Sandra Paik and Rebecca Phillips have focused on student mobility in rural communities as a whole. In their article, Student Mobility in Rural Communities: What Are the Implications for Student Achievement?, Paik and Phillips assert that student mobility seems to occur as frequently in rural districts as in urban districts, yet they also identify the lack of research that has focused solely on rural student mobility.

According to Paik and Phillips, high student mobility negatively affects educational achievement for both students and schools, creating an achievement gap between mobile and nonmobile students (Paik & Phillips, 2002). Frequent relocation disrupts regular attendance, continuity of lesson content, and development of relationships with teachers and peers, thereby mitigating the chances of a successful transition from high school to college. In schools with higher mobility rates, classroom instruction is more likely to be review-oriented, and grade retention is more common (Paik & Phillips, 2002).

Paik and Phillips also maintain that increased mobility is highly correlated with low family income. These reasons for moving include: finding employment, job relocation, joining family and friends, escaping high crime rates, finding better schools, homelessness, leaving substandard or unaffordable housing, difficulties with landlords, poor domestic relationships, eviction, and/or property condemnation (Paik & Phillips, 2002). Children in poverty and those of migrant families can find themselves switching schools often because of the nature of migrant work and the tendency for low-wage earners to jump from one job to another. Paik and Phillips state that strategies to reduce the negative effects of mobility on students include: professional development to increase staff awareness, identification of families in need, newcomer programs, efficient records transfer, supportive attendance and disciplinary policies, and outreach to parents and families. (Paik & Phillips, 2002).

I problematize some of the disciplinary practices associated with rural mobility programs solely because they might perpetuate familial hardships for some individuals, especially seeing as not all rural families confront the same circumstances.

In the video above, Vermont superintendent highlights some of the same trends associated with rural poverty. It affirms the findings that Paik and Phillips maintain.

Sources:

Paik, Sandra, and Rebecca Phillips. “Student Mobility in Rural Communities: What Are the Implications for Student Achievement?.” (2002).

“Vermont Superintendent Jay Nichols on Student Mobility.” (2016, August 08). Retrieved May 08, 2019, from https://www.youtube.com/watch?v=aU3lt4RY0HE