Literaturnachweis - Detailanzeige
Autor/in | DiSalvo, Richard W. |
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Titel | An Examination of Test Score Trajectories around School Switching Due to Grade Configuration |
Quelle | In: Education Finance and Policy, 17 (2022) 1, S.27-52 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1557-3060 |
Schlagwörter | Instructional Program Divisions; Grouping (Instructional Purposes); Achievement Tests; Scores; Student Mobility; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8 Grouping; Gruppenbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; School year 03; 3. Schuljahr; Schuljahr 03; 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; School year 08; 8. Schuljahr; Schuljahr 08 |
Abstract | Do grade configurations affect student academic performance? To bring new evidence to this question, I use recent district-by-grade data for nearly the entire United States that contain measures of test score achievement and rates of school switching induced by grade configuration. Past research has found that student performance, is, on average, relatively low following switches due to grade configuration, but in fact students perform relatively better in the grades just prior to these switches. In the national data, I find that this so-called top dog/bottom dog pattern appears for all terminal grade choices among grades 3 through 8, is geographically widespread, and is robust to controlling for grade-specific effects of a rich set of covariates. Thus, I establish that the top dog/bottom dog pattern is a very pervasive phenomenon in American education. I explore potential mechanisms and discuss policy and research implications. (As Provided). |
Anmerkungen | MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |