Relationships between student mobility and academic and behavioural outcomes in Western Australian public primary schools
Bibliographic record
Abstract
The number of times children change schools, or student mobility, is associated with multiple adverse outcomes across the life span. This study used administrative data from the Western Australian Department of Education for public primary school students who completed Year 6 between 2016 and 2019 to examine potential associations between student mobility and academic (using National Assessment Program – Literacy and Numeracy [NAPLAN] participation and scores) and behaviour outcomes (measured through school suspensions). The odds of participating (vs. not participating) in NAPLAN were significantly lower for students with high mobility. High mobility students also achieved significantly lower scores, on average, on NAPLAN literacy and numeracy at Year 3 and Year 5 compared with low mobility students. However, there was no evidence of an association between student mobility and school suspensions. These findings highlight the need for action to address substantial academic detriment for mobile students, many of whom are likely to be from lower socio-economic backgrounds. Furthermore, current policies to address academic disadvantage are likely to exclude those students at substantial academic risk and require revision to be appropriately triaged.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".