A Replication of a Quasi-Experimental Approach to Estimating Middle School Structural Transition Effects on Student Learning Trajectories
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| Title: | A Replication of a Quasi-Experimental Approach to Estimating Middle School Structural Transition Effects on Student Learning Trajectories |
|---|---|
| Language: | English |
| Authors: | Atteberry, Allison (ORCID |
| Source: | Educational Policy. Nov 2022 36(7):1612-1651. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 4 Intermediate Grades Grade 5 Grade 6 Grade 7 |
| Descriptors: | 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 |
| DOI: | 10.1177/0895904820987797 |
| ISSN: | 0895-9048 1552-3896 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1350532 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0895-9048 1552-3896 |
| DOI: | 10.1177/0895904820987797 |
