Mobility/Stability Statistics: Calculation, Definitions and Frequently Asked Questions (FAQs)

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Data Collection Site: Student End of Year

Mobility/Stability Rate Calculations

Data Notes

The mobility calculation timeframe has been adjusted twice since this data began being collected in 2006-2007. 

Initially, students who moved within the same district over the summer were not counted as mobile students.

In the 2012-2013 school year, the mobility calculation was modified. This rule was expanded in the 2012-2013 year so that students who transfer over the summer (summer transfers only) to different districts are not counted as mobile students.

The second modification occurred in the 2017-2018 school year. In 2017-2018 the mobility calculation timeframe was modified so that only entries and exits that occur from the October Count date to the end of the school year are included in the calculation. Students must have a gap in attendance of more than 10 days for a move to be considered mobile.

Understanding Mobility/Stability Rates

The short informational video and PPT below provide a high-level overview of the mobility and stability calculations and data collection process.

Video: Mobility and Stability Rates PPT: Mobility and Stability Rates 

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Definitions

Stable Student:

Student who remains in a district or school without interruption throughout the academic year.

Mobility Instance:

Each time a student experiences an unanticipated movement within the academic year such as entering or leaving a school or district. Instances of mobility are counted as of October 1^st each year.

• District level instances are based upon movement into/out of a district or BOCES.
• School level instances are based upon movement into/out of a school.

Mobile Student:

A student who experiences at least one instance of mobility during the academic year.

Membership Base:

The count of all K-12 students who were in membership in a district/school/subgroup at any point during the school year (as of October 1st).

Instructional Program/Service Type (IPST):

Services provided by schools and/or districts in the current year for students identified as belonging to one or more of the categories below:

• Students with Disabilities: Students who have been formally identified as having physical or health conditions that may have a significant impact on the student’s ability to learn and therefore warrant placing the student on an Individual Educational Program (IEP).
• English Learners (Multilingual Learner): Students who have been identified as Non-English Proficient (NEP), Limited English Proficient (LEP), or Fluent English Proficient Monitor Years 1 and 2 (FEP Monitor 1, FEP Monitor 2). Non-English Proficient is defined as a student who speaks a language other than English and does not comprehend, speak, read, or write English. Limited English Proficient is defined as a student who comprehends, speaks, reads, or writes some English, but whose predominant comprehension or speech is in a language other than English. Fluent English Proficient students in year 1 or 2 of monitor status are students who have spoken, or currently speak, a language other than English, but who can comprehend, speak, read, and write English comparable to their monolingual English-speaking peers. Districts must provide language services to all English Learners.
• Economically Disadvantaged: Student qualifies for either the free or reduced lunch program. The Federal National School Lunch Act establishes eligibility for the reduced-price lunch program for families with income up to 185 percent of the federal poverty level (in 2009, this amount was $39,220 for a family of four). Families with income up to 130 percent of the federal poverty level qualify for the free lunch program (in 2009 this amount was $27,560 for a family of four).
• Migrant: Students enrolled in a specially designed program for children who are, or whose parent or spouse is a migratory agricultural worker, and who, in the preceding 36 months, in order to obtain, or accompany such parent or spouse in order to obtain, temporary or seasonal employment in agricultural work has moved from one school district to another.
• Title 1: Students in schools receiving grants under Title I, Part A of the Elementary and Secondary Education Act (ESEA) who are beneficiaries of educational resources paid with those Title I funds. For schools that operate schoolwide (SW) Title I programs, all students are considered Title I and are eligible for support and services. For schools that operate targeted assistance (TA) Title I programs, only students identified as at risk of failing to meet Colorado’s academic achievement standards who receive supports and services paid with Title I funds are considered Title I students. School Title I designation and grant formulas are based on the numbers of students eligible for free or reduced cost meals (FRM).
• Homeless: According to the McKinney Act, a “homeless individual” lacks a fixed, regular, and adequate nighttime residence.
• Gifted and Talented: Students who have been formally identified, using district wide procedures aligned with CDE guidelines, as being endowed with a high degree of exceptionality or potential in mental ability, academics, creativity, or talents (visual, performing, musical arts, or leadership.
• Military Connected: Students who have a parent or guardian who is an active-duty member of the Armed Forces or on full-time National Guard duty.

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Frequently Asked Questions (FAQs)

Q: Under what circumstances is a student counted as "mobile"?

A: In general, a student is considered mobile any time he or she enters or exits a school or district in a manner that is not part of the normal educational progression. Examples of normal progression include advancing grades between academic years, matriculating between elementary school and middle school or between middle school and high school, and exiting as a graduate or completer at the end of the twelfth grade. "Unanticipated" or "non-normal" movements – such as a mid-year grade advancement, entry into a school or district after October 1, or exit from a school or district before the end of the school year – are considered instances of student mobility.

Q: What is the difference between the Student Mobility Rate and the Mobility Incidence Rate?

A: The Student Mobility Rate is an unduplicated count – meaning that once a student has been counted as mobile once for a given school or district she or he will not be counted again in the same year. In contrast, the Mobility Incidence Rate is a duplicated count. A student who moves in and out of a school multiple times will be counted as mobile multiple times under the Mobility Incidence Rate calculation.

Example: During the 2017-18 school year, student John Smith transfers from district A to district B. Later that same year, John transfers back to district A for two months, then moves out of the state before the end of the school year.

• This would be counted as one instance of Student Mobility for District A (one student moved three times)
• This would be counted as one instance of Student Mobility for District B (one student moved in and out of the district)
• This would be counted as three instances of Mobility Incidence for District A (two exits and one late entry)
• This would be counted as two instances of Mobility Incidence for District B (one late entry and one early exit)

Q: What is the difference between the school mobility rates and the district mobility rates?

A: If a student transfers from one school to another within the same district, the student is not counted as mobile at the district level (because the student did not enter or exit the district). However, both schools would count the student as mobile as part of the school mobility rates

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Student Data Privacy

Data privacy guidelines are applied to publicly reported district and school level dropout rates to maintain student data privacy. The methods for student data privacy include blurring of membership base sizes with small populations, blurring membership base sizes for subgroups with small populations, and top/bottom masking of rates. While complicated, these methods ensure student data is protected while providing transparent information regarding dropout rates as much as possible. 

Visit the graduation, dropout, mobility rates: aggregate data privacy page for detailed information.

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For additional information, email Reagan Ward