From Parents to Peers: Trajectories in Sources of Academic Influence Grades 4 to 8

Autor/inn/en	Sorensen, Lucy C.; Cook, Philip J.; Dodge, Kenneth A.
Titel	From Parents to Peers: Trajectories in Sources of Academic Influence Grades 4 to 8
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 4, S.697-711 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373717708335
Schlagwörter	Peer Influence; Family Influence; Reading Achievement; Mathematics Achievement; Socioeconomic Status; Ability Grouping; Child Development; Elementary School Students; Middle School Students; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Longitudinal Studies; Grouping (Instructional Purposes); Statistical Analysis; Regression (Statistics); North Carolina + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Homogene Gruppierung; Niveaugruppierung; Streaming; Kindesentwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Grouping; Gruppenbildung; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Prior research and anecdotal evidence from educators suggest that classroom peers play a meaningful role in how students learn. However, the literature has failed to consider the dynamic and context-dependent nature of classroom peer influence. Developmental psychology theories suggest that peer influence will increase and family influence will decrease as children enter adolescence. This study uses rich administrative data from North Carolina in 2006 to 2012, matching students to all peers in each of their courses in third through eighth grades. The analysis identifies trends in the magnitude of classroom peer effects across grade levels, with special attention to controlling for confounding factors such as simultaneous influence, student-classroom sorting, nonlinearity, and school-type effects. Consistent with psychological theories about adolescence, our findings indicate that the effect of average peer quality multiplies by a factor of nearly 3 for reading and 5 for math between fourth grade and seventh grade; contemporaneously, family socioeconomic status effects on academic performance nearly vanish by the end of middle school. We uncover additional evidence that ability grouping, while often harmful in an elementary school setting, becomes increasingly beneficial in later grades--particularly for math subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01