This is the second of two reports dealing with the residential mobility patterns of children attending an urban elementary public school in Toronto, Canada. The present study aimed to discover whether a significant relationship exists between residential mobility and academic achievement. Children of the 158 parents interviewed for the study were divided into three mobility groups. Results obtained from the parent interviews and from examination of student records do not support the thesis that mobility, in and of itself, affects significantly, the academic performance of elementary school children. Findings indicate that the relationship between past mobility and overall academic performance is significant only among the Anglo-Saxon subgroup of the sample, suggesting that the reasons for which people move are more important than the move itself. The authors conclude that while achievement motivation may in some cases be associated with mobility, it may also be associated with a conflict in the home environment. (Author/SES)