Bridging the Discontinuity in Adolescent Literacy? Mixed Evidence from a Middle Grades Intervention

Autor/in	Dougherty, Shaun M.
Titel	Bridging the Discontinuity in Adolescent Literacy? Mixed Evidence from a Middle Grades Intervention
Quelle	In: Education Finance and Policy, 10 (2015) 2, S.157-192 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00157
Schlagwörter	Literacy; Literacy Education; Outcomes of Education; Middle School Students; Intervention; Supplementary Education; African American Students; White Students; Hispanic American Students; Asian American Students; Grade 5 + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Lernleistung; Schulerfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ergänzungsunterricht; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Strong literacy skills are crucial to ensuring an individual's future educational and economic success. Existing evidence suggests the transition from elementary to middle school is a decisive period for literacy development. In this paper I investigate the impact of extended learning time in literacy instruction on subsequent cognitive outcomes. I capitalize on the existence of a natural experiment born out of a district's use of an exogenously-determined cutoff in Iowa Test scores in fifth grade to assign students to an additional literacy course in middle school. My findings suggest that exposure to this intervention generates strong negative impacts for black students, and noisy positive impacts for white, Latino, and Asian students. My findings suggest that additional literacy instruction in middle school can have markedly different effects on students, and program differentiation or augmentation may be necessary to prevent harm for students of average literacy ability in fifth grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01