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Faculty Mentors

Dr. Sharene Smoot

Abstract

The purpose of this study was to determine if there was a relationship between student mobility and student reading achievement in a small middle Georgia elementary School. Data obtained from student records revealed only a weak, negative relationship which was stronger for girls and students in fourth and fifth grades. The failure of this study to find a strong negative correlation with the number of moves from school to school in this set of students may be evidence of the effectiveness of multiple interventions by a strong leader, a responsive school system, and concerned teachers in a small school. Students passed their 2005 state test in reading at an 83% rate up from 27% in 1999. Improvements at Lindsey include the adoption of balanced literacy, vertical teaming, teacher empowerment, and exposure to a series of professional books.

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