Lost in Transition: The Impact of Middle School Transitions on Student Learning Trajectories

Autor/inn/en	McEachin, Andrew; Atteberry, Allison
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Lost in Transition: The Impact of Middle School Transitions on Student Learning Trajectories
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Academic Achievement; Achievement Gains; Student Mobility; Scores; Student Adjustment; Influences; Standardized Tests; Reading Achievement; Mathematics Achievement; Intervention; Longitudinal Studies; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7 + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Achievement gain; Leistungssteigerung; Mobility; Studentin; Mobilität; Adjustment; Adaptation; Influence; Einfluss; Einflussfaktor; Standadised tests; Standardisierter Test; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; 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
Abstract	The effect of student mobility on student outcomes has garnered much attention by researchers and policy-makers over the past few decades. The extant research relies on annual tests, typically measured each spring, to estimate the effect of structural moves on student achievement. The current literature does not allow researchers to evaluate whether the negative shock occurs at the start of the school year, or develops over time as students adjust to their new setting. Using a unique data set that includes both fall and spring test scores, McEachin and Atteberry evaluate whether students' fall achievement before instruction occurs, is affected by the structural move, and whether students' school-year achievement growth is affected as well. Preliminary results suggest that students experience a negative shock to achievement at the start of the year. These results have the potential to shed new light on the impact of structural transitions, and implications for policy and practice. While this preliminary work is suggestive that middle school transitions are hard on students--regardless of which grade level they experience them in, more nuanced modeling approaches will more formally compare the subsequent learning trajectories of pre-treatment similar students in relation to if and when they experience middle school transitions. Tables and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01