Moving can be a stressful and disruptive event for children, but the associations among the type of move, accompanying neighborhood characteristics, and children's development are less well understood, particularly for elementary school children. In the current dissertation, I developed and tested components of a conceptual model that uses bioecological and developmental systems perspectives to elucidate the dynamic relations between residential mobility, neighborhood and housing markets, and elementary school children's outcomes. Using data from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 and multiple administrative data sources, I aimed to better understand children's developmental trajectories in relation to three research questions. First, I examined how residential mobility, neighborhood institutions, and their intersections were associated with elementary children's outcomes. Next, I investigated how relative neighborhood prices moderated associations between residential mobility and elementary school children's outcomes. Finally, I explored whether of these associations differed as a function of family income status. Multiple group fixed effects models indicated that experiencing either a within- or between-neighborhood move was associated with children's lower achievement test scores than not moving; these types of mobility may function in similar ways. Neither institutional resources nor neighborhood housing prices moderated the associations between mobility and outcomes, and no differences by family income were found. Some differences arose among children from middle- and low-income families, specifically around associations between neighborhood institutional resources and children's achievement. Results suggest that income- and family-related differences in residential mobility and children's development may be explained by the measured and unmeasured demographic characteristics and factors that differentiate children whose families move. The results of the current study have important implications for neighborhood research, policy, and practice. Moving, regardless of destination, is linked elementary school children's lower achievement scores and executive function. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]