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Direct linkAtteberry, Allison; Wedow, Robbee; Cook, Nathan J.; McEachin, Andrew – Educational Policy, 2022
Using a dataset that includes over 17 million students from across all 50 states, we estimate the causal impact of making structural transitions into middle school (in grades 4, 5, 6, or 7) on student math and reading achievement trajectories. This dataset provides an ideal opportunity to engage in the valuable scientific practice of conducting…
Descriptors: Comparative Analysis, Middle School Students, Developmental Tasks, Student Adjustment
Lane, Kathleen Lynne; Oakes, Wendy Peia; Carter, Erik W.; Messenger, Mallory – Journal of Positive Behavior Interventions, 2015
We studied the transition from elementary to middle school for 74 fifth-grade students. Specifically, we examined how behavioral risk evident in the elementary years, as measured by the "Student Risk Screening Scale" (SRSS), impacts students transitioning from elementary to middle school. First, we examined how student risk status shifts…
Descriptors: Risk, Behavior Problems, Gender Differences, Special Education
Gest, Scott D.; Sesma, Arturo, Jr.; Masten, Ann S.; Tellegen, Auke – Journal of Abnormal Child Psychology, 2006
This study examined the differential developmental significance of multiple domains of peer reputation in childhood for current and future competence and symptoms. Participants were 205 children from a normative school cohort who completed assessments in grades 3-6 and then again 10 years later. Through re-analysis of original data from the…
Descriptors: Competence, Reputation, Correlation, Well Being
