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Middle school or junior high? How grade‐level configurations affect academic achievement

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  • Elizabeth Dhuey

Abstract

Does the grade‐level configuration of a school affect academic achievement? This research examines the effect of attending a middle/junior high school on academic outcomes in British Columbia, Canada, relative to attending a school from kindergarten through grade 8. Using an OLS strategy, I find that attending a middle/junior high school reduces grades 4 to 7 achievement gains in math and reading by 0.125–0.187 and 0.055–0.108, respectively. Similar‐sized estimates are found for math using a 2SLS strategy. Finally, large negative effects on grade 10 and grade 12 English exams are also found. Collège ou stage intermédiaire entre primaire et secondaire? Comment ces configurations affectent les résultats scolaires. Est‐ce que la configuration des programmes en niveaux primaire, collège, secondaire affecte les résultats scolaires? Ce texte examine les effets de l'introduction d'un segment intermédiaire entre primaire et secondaire sur les résultats scolaires en Colombie Britannique (Canada) par rapport à un cursus continu du jardin d'enfance à la 8ième année. A l'aide de la méthode des moindres carrés ordinaires, on montre le passage par ce stade intermédiaire entre la 4ième et la 7ième année réduit la performance scolaire en mathématiques et en lecture de 0.125 à 0.187, et de 0.055 à 0.108 respectivement. Ces résultats sont confirmés pour les mathématiques en utilisant la méthode des moindres carrés à deux étapes. Enfin, on découvre aussi de forts effets négatifs sur les notes en anglais en 10ième et 12ième années.

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  • Elizabeth Dhuey, 2013. "Middle school or junior high? How grade‐level configurations affect academic achievement," Canadian Journal of Economics/Revue canadienne d'économique, John Wiley & Sons, vol. 46(2), pages 469-496, May.
    • Handle: RePEc:wly:canjec:v:46:y:2013:i:2:p:469-496
    DOI: 10.1111/caje.12020
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    Cited by:

    1. David Johnson & Robbie Brydon, 2012. "Ontario's Best Public Schools: 2009-2011," e-briefs 134, C.D. Howe Institute.
    2. Elizabeth Dhuey & Justin Smith, 2014. "How important are school principals in the production of student achievement?," Canadian Journal of Economics, Canadian Economics Association, vol. 47(2), pages 634-663, May.
    3. David R. Johnson, 2012. "Are Middle Schools Good for Student Academic Achievement? Evidence from Ontario," e-briefs 141, C.D. Howe Institute.
    4. Hong, Kai & Zimmer, Ron & Engberg, John, 2018. "How does grade configuration impact student achievement in elementary and middle school grades?," Journal of Urban Economics, Elsevier, vol. 105(C), pages 1-19.

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    • I2 - Health, Education, and Welfare - - Education

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