{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,23]],"date-time":"2026-06-23T23:18:55Z","timestamp":1782256735093,"version":"3.54.5"},"reference-count":67,"publisher":"Cambridge University Press (CUP)","issue":"2","license":[{"start":{"date-parts":[[2009,4,1]],"date-time":"2009-04-01T00:00:00Z","timestamp":1238544000000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/www.cambridge.org\/core\/terms"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dev Psychopathol"],"published-print":{"date-parts":[[2009,5]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H\/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H\/HM students were compared to low-income but nonmobile students and all other tested students in the district, controlling for four well-established covariates of achievement: sex, ethnicity, attendance, and English language skills. Both disadvantaged groups showed markedly lower initial achievement than their more advantaged peers, and H\/HM students manifested the greatest risk, consistent with an expected risk gradient. Moreover, in some GCs, both disadvantaged groups showed slower growth than their relatively advantaged peers. Closer examination of H\/HM student trajectories in relation to national test norms revealed striking variability, including cases of academic resilience as well as problems. H\/HM students may represent a major component of \u201cachievement gaps\u201d in urban districts, but these students also constitute a heterogeneous group of children likely to have markedly diverse educational needs. Efforts to close gaps or enhance achievement in H\/HM children require more differentiated knowledge of vulnerability and protective processes that may shape individual development and achievement.<\/jats:p>","DOI":"10.1017\/s0954579409000273","type":"journal-article","created":{"date-parts":[[2009,4,1]],"date-time":"2009-04-01T14:15:35Z","timestamp":1238595335000},"page":"493-518","source":"Crossref","is-referenced-by-count":179,"title":["Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience"],"prefix":"10.1017","volume":"21","author":[{"given":"Jelena","family":"Obradovi\u0107","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jeffrey D.","family":"Long","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"J. 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