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ABSTRACT
Homeless children usually experience high mobility. Yet, it is not clear if the degree of mobility among homeless children is associated with their academic performance. Furthermore, an emerging body of literature is beginning to examine the impact of specific living arrangements (e.g., living with families or friends) on homeless family and child outcomes. This research aimed to examine the effects of demographic risk factors, as well as mobility and type of living arrangement, on the academic performance of homeless children receiving educational support through the McKinney-Vento Act. Although neither mobility or living arrangement were associated with standardized test achievement, minority status, gender, special learning needs, and absenteeism still presented as risk factors for academic achievement in this sample of children experiencing homelessness. Recommendations for teacher practices and classroom instructions are presented.