Language Proficiency Attainment and Mobility Among ELL Student

The impact student mobility has on academic achievement has been researched in the United States since the early 20th century (Goebel, 1978). Mobility for students is a risk factor often compounded by poverty, ELL students are at a higher risk of lower achievement. Educators face challenges in tracking records, monitoring, remediating, gap closing, and assisting students in transition periods. The data collected in this quantitative study was analyzed to determine the impact mobility has on English language learners and their attainment of a second language. This quantitative study examined the relationship between non-mobile and highly mobile ELL students in 1 st through twelfth grade from one small school district. An analysis was utilized to identify the difference between male and female, mobile and nonmobile ELL students. The frequency of mobility was evaluated to identify the impact mobility has on language attainment. The findings propose that no significant relationship exists between mobility and language attainment.