A Replication of a Quasi-Experimental Approach to Estimating Middle School Structural Transition Effects on Student Learning Trajectories

Autor/inn/en	Atteberry, Allison; Wedow, Robbee; Cook, Nathan J.; McEachin, Andrew
Titel	A Replication of a Quasi-Experimental Approach to Estimating Middle School Structural Transition Effects on Student Learning Trajectories
Quelle	In: Educational Policy, 36 (2022) 7, S.1612-1651 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atteberry, Allison) ORCID (Cook, Nathan J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904820987797
Schlagwörter	Comparative Analysis; Middle School Students; Developmental Tasks; Student Adjustment; Mathematics Achievement; Reading Achievement; Attribution Theory; Grade 4; Grade 5; Grade 6; Grade 7; Student Characteristics; Institutional Characteristics; Educational Research; School Districts; Public Schools + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Entwicklungsaufgabe; Adjustment; Studentin; Adaptation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Bildungsforschung; Pädagogische Forschung; School district; Schulbezirk; Public school; Öffentliche Schule
Abstract	Using a dataset that includes over 17 million students from across all 50 states, we estimate the causal impact of making structural transitions into middle school (in grades 4, 5, 6, or 7) on student math and reading achievement trajectories. This dataset provides an ideal opportunity to engage in the valuable scientific practice of conducting replication studies. Prior research on the impacts of middle school transitions is of high quality and rests on a strong causal warrant, but the study settings vary greatly and use data from a prior decade. We conduct a replication (i.e., using the same methods on different data) using larger, broader, and more recent data. We extend prior analyses in ways that may further strengthen the causal warrant. Finally, we explore heterogeneity of effects across subgroups and states, which may help reconcile differences in the magnitude of estimated effects across studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01