Educators and policymakers are concerned about high student mobility, especially because mobility is associated with negative academic performance outcomes for students in particular and for schools more generally. Furthermore, student mobility may lower educational performance for at-risk and low-performing students compared with peers who remain in the same schools. This study investigates both student mobility and stability rates in Connecticut from one school year (2012-13). These findings are examined by student racial and ethnic subgroups and mobility patterns across District Reference Groups (DRGs). By investigating DRGs, the intent is to observe possible differences in mobility across broad student disadvantage levels from the inner cities to traditionally advantaged districts in Connecticut.