Unexpected Arrivals: The Spillover Effects of Mid-Year Entry on Stable Student Achievement in New York City

Autor/inn/en	Whitesell, Emilyn Ruble; Stiefel, Leanna; Schwartz, Amy Ellen
Titel	Unexpected Arrivals: The Spillover Effects of Mid-Year Entry on Stable Student Achievement in New York City
Quelle	In: Educational Evaluation and Policy Analysis, 38 (2016) 4, S.692-713 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716661242
Schlagwörter	Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Public Schools; Transfer Students; Time; Mathematics Achievement; Language Arts; Academic Achievement; Scores; At Risk Students; Low Income Groups; Minority Group Students; Racial Differences; Student Characteristics; Student Records; Limited English Speaking; Student Mobility; Longitudinal Studies; New York (New York) + Suchen Sie Ihr Suchwort? 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; Public school; Öffentliche Schule; Hochschulwechsel; Schulwechsel; Studienortwechsel; Zeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Schulleistung; Rassenunterschied; Schülerakte; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Across the country and in urban areas in particular, many students change schools during the academic year. While much research documents the impact of changing schools on the academic achievement of mobile students themselves, less research explores whether new arrivals have negative spillovers on stable classmates. The lack of research on impacts of mid-year entry is problematic, as poor, minority, and low-achieving students are disproportionately exposed to mid-year entry. In this study, we use a rigorous causal identification strategy and rich longitudinal data on fourth- through eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students. We analyze heterogeneous effects of mid-year entrants by origin (arriving from other NYC public schools, from other U.S. school systems, or from other countries), determine the extent to which mid-year entrants' characteristics mediate the impact of mid-year entry, and explore the moderating influence of stable students' characteristics. We find small negative effects of mid-year entry on both math and English language arts test scores in the short run. These impacts are not driven by mid-year entrant characteristics and are somewhat larger for Asian students and those who do not qualify for free or reduced-price lunch. Finally, results suggest mid-year entry continues to negatively influence the math performance of stable students beyond the year of exposure. We discuss the relevance of results and conclude with recommendations for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01