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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 0000-0002-9409-4372), Wedow, Robbee, Cook, Nathan J. (ORCID 0000-0001-8892-2402), McEachin, Andrew
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
FullText Text:
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IllustrationInfo
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  Data: A Replication of a Quasi-Experimental Approach to Estimating Middle School Structural Transition Effects on Student Learning Trajectories
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  Data: <searchLink fieldCode="AR" term="%22Atteberry%2C+Allison%22">Atteberry, Allison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9409-4372">0000-0002-9409-4372</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wedow%2C+Robbee%22">Wedow, Robbee</searchLink><br /><searchLink fieldCode="AR" term="%22Cook%2C+Nathan+J%2E%22">Cook, Nathan J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8892-2402">0000-0001-8892-2402</externalLink>)<br /><searchLink fieldCode="AR" term="%22McEachin%2C+Andrew%22">McEachin, Andrew</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy%22"><i>Educational Policy</i></searchLink>. Nov 2022 36(7):1612-1651.
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  Data: 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
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  Data: Y
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  Group: Src
  Data: 40
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink>
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  Data: 10.1177/0895904820987797
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  Data: 0895-9048<br />1552-3896
– Name: Abstract
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  Data: 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.
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  Data: As Provided
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  Data: 2022
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  Data: EJ1350532
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        Value: 10.1177/0895904820987797
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      – Text: English
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      Pagination:
        PageCount: 40
        StartPage: 1612
    Subjects:
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: Developmental Tasks
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      – SubjectFull: Student Adjustment
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      – SubjectFull: School Districts
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      – TitleFull: A Replication of a Quasi-Experimental Approach to Estimating Middle School Structural Transition Effects on Student Learning Trajectories
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