This research was supported in part by predoctoral fellowships awarded to Dr. Cutuli from the Center for Neurobehavioral Development (CNBD) at the University of Minnesota and from the National Institute of Mental Health (NIMH; 5T323MH015755), and by the Fesler-Lampert Chair and grants to Dr. Masten from the National Science Foundation (NSF; 0745643) and the Center for Urban and Regional Affairs at the University of Minnesota. Christopher David Desjardins' work was supported by a fellowship from the Interdisciplinary Education Sciences Training Program (IES Award R305C050059; University of Minnesota PRF 473473). Any opinions, conclusions, or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the CNBD, NIMH, NSF, or IES.
Academic Achievement Trajectories of Homeless and Highly Mobile Students: Resilience in the Context of Chronic and Acute Risk
Version of Record online: 30 OCT 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 3, pages 841–857, May/June 2013
How to Cite
Cutuli, J. J., Desjardins, C. D., Herbers, J. E., Long, J. D., Heistad, D., Chan, C.-K., Hinz, E. and Masten, A. S. (2013), Academic Achievement Trajectories of Homeless and Highly Mobile Students: Resilience in the Context of Chronic and Acute Risk. Child Development, 84: 841–857. doi: 10.1111/cdev.12013
We would like to thank the staff of the Minneapolis Public Schools, and particularly Margo Hurrle for sharing her invaluable perspective and dedication to the needs of HHM children.
- Issue online: 8 MAY 2013
- Version of Record online: 30 OCT 2012
- National Institute of Mental Health. Grant Number: 5T323MH015755
- National Science Foundation. Grant Number: #0745643
- Interdisciplinary Education Sciences Training Program. Grant Number: R305C050059
- University of Minnesota. Grant Number: 473473
Analyses examined academic achievement data across third through eighth grades (N = 26,474), comparing students identified as homeless or highly mobile (HHM) with other students in the federal free meal program (FM), reduced price meals (RM), or neither (General). Achievement was lower as a function of rising risk status (General > RM > FM > HHM). Achievement gaps appeared stable or widened between HHM students and lower risk groups. Math and reading achievement were lower, and growth in math was slower in years of HHM identification, suggesting acute consequences of residential instability. Nonetheless, 45% of HHM students scored within or above the average range, suggesting academic resilience. Results underscore the need for research on risk and resilience processes among HHM students to address achievement disparities.