Comparing Achievement between K-8 and Middle Schools: A Large-Scale Empirical Study

Autor/inn/en	Byrnes, Vaughan; Ruby, Allen
Titel	Comparing Achievement between K-8 and Middle Schools: A Large-Scale Empirical Study
Quelle	In: American Journal of Education, 114 (2007) 1, S.101-135 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/520693
Schlagwörter	Middle School Students; Elementary School Students; Academic Achievement; Comparative Analysis; Grade 8; Institutional Characteristics; Urban Schools; Mathematics Achievement; Reading Achievement; Educational Environment; Socioeconomic Influences; Low Income Groups; Demography; Teacher Characteristics; School Size; Prior Learning; Scores; Minority Groups; Models; Pennsylvania + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; School year 08; 8. Schuljahr; Schuljahr 08; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozioökonomischer Faktor; Demografie; Vorkenntnisse; Ethnische Minderheit; Analogiemodell
Abstract	This study compares middle schools to K-8 schools, as well as to newly formed K-8 schools that are part of a K-8 conversion policy. The outcome is student achievement, and our sample includes 40,883 eighth-grade students from 95 schools across five cohorts. The analysis uses multilevel modeling to account for student, cohort, and school-level variation, and it includes statistical controls for both population demographics and school characteristics. The results find that older K-8 schools perform significantly better than middle schools, and this advantage is explained by differing student and teacher populations, average grade size, and school transition. Newer K-8 schools did not enjoy the same advantage despite having smaller grades and lower transition rates, due to their more disadvantaged populations. (Contains 4 tables and 3 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10