Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement

Autor/inn/en	Akos, Patrick; Rose, Roderick A.; Orthner, Dennis
Titel	Sociodemographic Moderators of Middle School Transition Effects on Academic Achievement
Quelle	In: Journal of Early Adolescence, 35 (2015) 2, S.170-198 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431614529367
Schlagwörter	Developmental Tasks; Elementary School Students; Middle School Students; Academic Achievement; Longitudinal Studies; Race; Socioeconomic Status; Gender Differences; Special Education; Family Structure; Reading Tests; Mathematics Tests; Scores; Trend Analysis; Regression (Statistics); North Carolina + Suchen Sie Ihr Suchwort? Entwicklungsaufgabe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Special needs education; Sonderpädagogik; Sonderschulwesen; Familienkonstellation; Familiensystem; Lesetest; Trendanalyse; Regression; Regressionsanalyse
Abstract	The academic impact of the transition from elementary to middle school has significant consequences for many early adolescents. This study examines academic growth across the transition, as well as sociodemographic moderators. Rather than defining the transition effect as a decline in student achievement between fifth and sixth grade, these data demonstrate the transition effect as an interruption in students' growth in achievement during this interval. Results confirm larger interruptions for vulnerable students (e.g., low income, special education) despite closing the gap effect over the third- to eighth-grade interval. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01