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 Pub Number  Title  Date
NCES 2018099 School Attendance Boundary Survey (SABS) File Documentation: 2015-2016
The School Attendance Boundaries Survey (SABS) was an experimental survey conducted by the National Center for Education Statistics (NCES) with assistance from the U.S. Census Bureau to collect school attendance boundaries for regular schools in the 50 states and the District of Columbia. Attendance boundaries, sometimes known as school catchment areas, define the geographic extent served by a local school for the purpose of student assignments. School district administrators create attendance areas to help organize and plan district-wide services, and districts may adjust individual school boundaries to help balance the physical capacity of local schools with changes in the local school-age population. This document summarizes the final cycle of the experimental boundary collection. The 2015-16 SABS collection was intended to update boundaries collected during the 2013-2014 cycle and to supplement boundaries from additional districts not included in the previous collection.
NCES 2015118 Documentation for the School Attendance Boundary Survey (SABS): School Year 2013-2014
The School Attendance Boundary Survey (SABS) data file contains school attendance boundaries for regular schools with grades kindergarten through twelfth in the 50 states and the District of Columbia for the 2013-2014 school year. Prior to this survey, a national fabric of attendance boundaries was not freely available to the public. The geography of school attendance boundaries provides new context for researchers who were previously limited to state and district level geography.
REL 2010089 Student Mobility in Rural and Nonrural Districts in Five Central Region States
Research suggests that highly mobile students (students who enter and leave school other than at the beginning or end of the school year) are less successful academically, drop out of school at higher rates, and require more frequent disciplinary action. This study, Student mobility in rural and nonrural districts in five Central Region states, calculated student mobility percentages in five Central Region states and compared mobility by locale (city, suburb, town, and rural locale) and found no consistent patterns.

The report also describes districts in each state with extremely high student mobility. In particular, the study found that
  • Districts with extremely high student mobility are often rural, have higher-than-state-average shares of students eligible for free or reduced-price lunch, and are on or near American Indian reservations.
  • Only in Wyoming did rural locales have higher student mobility than did city and town locales. In North Dakota mobility percentages were higher in both towns and rural areas than in cities or suburbs.
  • Comparisons in each state among the three rural locale codes did not show a consistent pattern of mobility levels.
Because each state calculated student mobility differently, mobility percentages cannot be compared across states.
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