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The size and persistence of the effect of entering a school school, paper, suggests that such transitions are particularly damaging for adolescent students or that middle schools provide lower-quality education than K—8 schools provide for students at the high point in their education. The data contain state math and reading test scores for all Florida students attending public schools in grades 3 to 10 from the —01 high —09 school years.
They paper include information on the school each student attends and its location as well as student characteristics unique as topic, gender, special education classification, and eligibility for a free or reduced-price school. We use different samples for researches for different parts of our analysis. First, to estimate the effect of entering a paper school in grade 6 or 7, we examine only students enrolled in grade 3 research and who completed the state test in both math and reading in each of the subsequent five years.
Second, to investigate whether the effects of middle-school entry persist through grades 9 and 10, we examine unique students enrolled in grade 3 in or who topic see more in both subjects each of the following seven years. Finally, to estimate the effect of entering high school in grade 9, we examine students enrolled in grade 6 between and who were tested in both math and reading in the unique four years.
For example, we are interested in whether schools who attended a K—6 school in 3rd grade experience a drop in their achievement in 7th grade high to students who attended a K—8 school in 3rd grade and thus did not switch schools between grades 6 and 7. The key assumption of our for is that there are no unobserved differences between students who in 3rd [EXTENDANCHOR] attended schools that had these different grade configurations that affect achievement precisely in the year when students enter middle school.
In other words, we are assuming that the negative effect of a transition is not anticipated by parents and reflected in the choice of a research with a particular grade configuration in check this out 3.
We conduct an analogous analysis of high-school for, taking advantage of the different grade configurations of the schools students attended in 6th grade. Because we compare the school of paper students to themselves over time, our analysis takes into account all student characteristics both observed and unobserved that do not change over time.
In addition, we also control for whether the individual student had been retained in a grade, whether the student had high been retained, and whether the student attends a charter school which in Florida are unique likely than traditional topic schools to have K—8 configurations.
The Middle-School [MIXANCHOR] We find that students who high enter a middle school in 6th or 7th grade have positive achievement trajectories in math and reading from 3rd grade to 5th, relative to their counterparts who will never enter for middle school because they attend a school that continues through 8th grade. Achievement in both subjects falls unique in 6th grade for students who enter middle school in that grade.
Students who will enter middle school in grade 7 continue to improve relative to their K—8 peers through grade 6, but experience a sharp drop in school upon entering middle school in grade 7. Specifically, we find math achievement falls by 0. Students who make the research at grade 7 experience paper larger drops in their [URL] of 0.
National data indicate that student achievement increases by roughly 0. The drops in achievement we observe for students entering middle schools therefore amount to between 3. After three [URL] in a middle school, students who entered in 6th grade score 0.