Should Sixth Grade be in Elementary or Middle School? An Analysis of Grade Configuration and Student Behavior
Using administrative data on public school students in North Carolina, we find that sixth grade students attending middle schools are much more likely to be cited for discipline problems than those attending elementary school. That difference remains after adjusting for the socioeconomic and demographic characteristics of the students and their schools. Furthermore, the higher infraction rates recorded by sixth graders who are placed in middle school persist at least through ninth grade. A plausible explanation is that sixth graders are at an especially impressionable age; in middle school, the exposure to older peers and the relative freedom from supervision have deleterious consequences.
|Date of creation:||Aug 2006|
|Note:||CH ED PE|
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- Charles F. Manski, 1993.
"Identification of Endogenous Social Effects: The Reflection Problem,"
Review of Economic Studies,
Oxford University Press, vol. 60(3), pages 531-542.
- Manski, C.F., 1991. "Identification of Endogenous Social Effects: the Reflection Problem," Working papers 9127, Wisconsin Madison - Social Systems.
- Kelly Bedard & Chau Do, 2005. "Are Middle Schools More Effective?: The Impact of School Structure on Student Outcomes," Journal of Human Resources, University of Wisconsin Press, vol. 40(3).
- Claudia Goldin, 1999. "A Brief History of Education in the United States," NBER Historical Working Papers 0119, National Bureau of Economic Research, Inc. Full references (including those not matched with items on IDEAS)
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