{'fraction_non_alphanumeric': 0.011039558417663294, 'fraction_numerical': 0.00919963201471941, 'mean_word_length': 5.112359550561798, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Long-Term Effect of Childhood Residential Mobility on Educational Attainment

Moving during childhood has typically been found to have negative effects on educational attainment. The loss of important social relationships is likely the cause. Many studies that examine the effect of residential mobility on education take a relatively short-term view by only looking at the effect for those no older than their late teens or early 20s. However, because many family moves are beneficial to children, in terms of improving their neighborhood or home environment, it is possible that the positive effects of family mobility do not appear until much later. I examine the effect of childhood residential mobility on educational attainment using the 1986 Canadian General Social Survey for individuals aged 25 and over. Results suggest that over the long run, residential mobility in childhood is beneficial for later educational attainment in that those who move between birth and age 15 are more likely to eventually graduate from high school than those who remain in the same community.