An Examination of Test Score Trajectories around School Switching Due to Grade Configuration

Autor/in	DiSalvo, Richard W.
Titel	An Examination of Test Score Trajectories around School Switching Due to Grade Configuration
Quelle	In: Education Finance and Policy, 17 (2022) 1, S.27-52 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Instructional Program Divisions; Grouping (Instructional Purposes); Achievement Tests; Scores; Student Mobility; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Grouping; Gruppenbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; 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
Abstract	Do grade configurations affect student academic performance? To bring new evidence to this question, I use recent district-by-grade data for nearly the entire United States that contain measures of test score achievement and rates of school switching induced by grade configuration. Past research has found that student performance, is, on average, relatively low following switches due to grade configuration, but in fact students perform relatively better in the grades just prior to these switches. In the national data, I find that this so-called top dog/bottom dog pattern appears for all terminal grade choices among grades 3 through 8, is geographically widespread, and is robust to controlling for grade-specific effects of a rich set of covariates. Thus, I establish that the top dog/bottom dog pattern is a very pervasive phenomenon in American education. I explore potential mechanisms and discuss policy and research implications. (As Provided).
Anmerkungen	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11