NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED562361
Record Type: Non-Journal
Publication Date: 2015
Pages: 7
Abstractor: ERIC
Reference Count: 20
ISBN: N/A
ISSN: N/A
How (and How Much) Do Schools Matter? Variation in K-8th Grade Achievement Trajectories in a National Sample
Schwartz, Kate; Cappella, Elise; Scott, Marc; Seidman, Edward; Kim, Ha Yeon
Society for Research on Educational Effectiveness
The current study extends research on the transition to early adolescence and middle grade schools by examining students' achievement trajectories from school entry through 8th grade in a national sample, and beginning to disassociate the role of school context and school grade configuration in achievement trajectories. Data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class 1998-99 (ECLS-K). The study sample consists of the 6,158 students in the ECLS-K. The ECLS-K employed a longitudinal research design, following a nationally representative sample of 21,260 kindergarteners from the 1998-1999 school year through the 2006-2007 school year, at which time the majority of participants were enrolled in eighth grade. Data collection methods include parent interviews, school administrator and teacher surveys, student self-reports, student records, and direct student assessments. Findings show that key characteristics of school composition and climate play roles in student achievement beyond individual student predictors. Specifically, school composition contributed to reading and math trajectories, and school climate contributed to reading trajectories. Importantly, once student and school characteristics are considered, school grade configuration does not significantly contribute to students' academic achievement trajectories before or after the middle grade school transition. These results illuminate the need to attend to school composition and climate in policies and practices designed to improve academic achievement.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education; Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey