In Clayton, the district investigated the low scores of certain transfer students and found that they all scored below average in the same testing area. Further research revealed that because of sequencing differences between the two districts, students missed an entire segment of the curriculum instruction. This resulted in not only low student assessment scores, but also affected the assessment results for the entire school. In another situation, the Seaside Heights school district experienced a 106 percent mobility rate in one year. With an administrative staff designed to service 300 students, the staff, in fact, services over 600 students when counting all those moving in and out of the district.
Students transfer in and out of the district faster than student assessments can be completed.
In closing, the Education Institute would like to pose a question to all of our readers.