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Autor/inn/en | Cappella, Elise; Schwartz, Kate; Hill, Jennifer; Kim, Ha Yeon; Seidman, Edward |
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Titel | A National Sample of Eighth-Grade Students: The Impact of Middle Grade Schools on Academic and Psychosocial Competence |
Quelle | In: Journal of Early Adolescence, 39 (2019) 2, S.167-200 (34 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0272-4316 |
DOI | 10.1177/0272431617735653 |
Schlagwörter | Middle School Students; Grade 8; Academic Achievement; Competence; Reading Skills; Writing Skills; Junior High School Students; Reading Ability; Writing Ability; Educational Policy; Early Adolescents; Self Concept; Student School Relationship; Outcomes of Education; Socioeconomic Status Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung; Kompetenz; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Junior High Schools; Sekundarstufe I; Reading competence; Lesekompetenz; Schreibkompetenz; Politics of education; Bildungspolitik; Selbstkonzept; Schüler-Lehrer-Beziehung; Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status |
Abstract | This study evaluates the effect of attending a U.S. public middle or junior high school as compared with a K-8 school on eighth graders' academic and psychosocial outcomes. In a national sample, we conducted propensity score weighted regression analysis. Initial findings indicated that for eighth-grade students, attending a middle or junior high school negatively affected teacher- and self-reported reading/writing competence. After applying population weights, only reading self-concept remained negatively affected by middle school enrollment. Exploratory analysis revealed the negative effects of attending a middle grade school may be present only for the students who enter kindergarten not at risk as measured by socioeconomic status (SES) or academic performance. Taken together, results suggest that negative impacts of middle grade schooling may be limited to teacher- and self-reported reading/writing competence, more pronounced in middle versus junior high school, and more salient for less disadvantaged students. Implications for theory, policy, and practice are discussed. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/4/11 |