The Path Not Taken: How Does School Organization Affect Eighth-Grade Achievement?

Autor/inn/en	Schwartz, Amy Ellen; Stiefel, Leanna; Rubenstein, Ross; Zabel, Jeffrey
Titel	The Path Not Taken: How Does School Organization Affect Eighth-Grade Achievement?
Quelle	In: Educational Evaluation and Policy Analysis, 33 (2011) 3, S.293-317 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373711407062
Schlagwörter	School Organization; Educational Change; Grouping (Instructional Purposes); Grade 8; Academic Achievement; Elementary Schools; Middle Schools; Urban Schools; Mathematics Achievement; Reading Achievement; Scores; New York + Suchen Sie Ihr Suchwort? School organisation; Schulorganisation; Bildungsreform; Grouping; Gruppenbildung; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	Although rearranging school organizational features is a popular school reform, little research exists to inform policymakers about how grade spans affect achievement. This article examines how grade spans and the school transitions that students make between fourth and eighth grade shape student performance in eighth grade. The authors estimate the impact of grade span paths on eighth-grade performance, controlling for school and student characteristics and correcting for attrition bias and quality of original school. They find that students moving from K-4 to 5-8 schools or in K-8 schools outperform students on other paths. Results suggest four possible explanations for the findings--the number and timing of school changes, the size of within-school cohorts, and the stability of peer cohorts. (Contains 11 tables and 21 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10