Do Top Dogs Rule in Middle School? Evidence on Bullying, Safety, and Belonging

Autor/inn/en	Schwartz, Amy Ellen; Stiefel, Leanna; Rothbart, Michah W.
Titel	Do Top Dogs Rule in Middle School? Evidence on Bullying, Safety, and Belonging
Quelle	In: American Educational Research Journal, 53 (2016) 5, S.1450-1484 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216657177
Schlagwörter	Middle School Students; Bullying; Public Schools; Safety; Group Unity; Sense of Community; Social Status; Academic Achievement; Educational Environment; Instructional Program Divisions; Longitudinal Studies; Student Surveys; Regression (Statistics); New York (New York) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mobbing; Public school; Öffentliche Schule; Sicherheit; Gruppenidentität; Sozialer Status; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerbefragung; Regression; Regressionsanalyse
Abstract	Recent research finds that grade span affects academic achievement but only speculates about the mechanisms. In this study, we examine one commonly cited mechanism, the top dog/bottom dog phenomenon, which states that students at the top of a grade span ("top dogs") have better experiences than those at the bottom ("bottom dogs"). Using an instrumental variables strategy introduced in Rockoff and Lockwood (2010) and a longitudinal data set containing student survey data for New York City public middle school students, we estimate the impact of top dog and bottom dog status on bullying, safety, belonging, and academic achievement. This article provides the first credibly causal evidence that top dog status improves the learning environment and academic achievement. We further find that the top dog effect is strongest in sixth grade and in schools with longer grade spans and that the top dog effect is not explained by new students to a school or student height. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01