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School Transitions and Students' Achievement in the Fifth Grade

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  • Brian V. Carolan

Abstract

Although separate schools that attend to the specific needs of students are generally considered to be beneficial, the school-to-school transitions they necessitate are often harmful. Drawing on cumulative stress theory, the author examined the relationship between school transitions and students' Grade 5 achievement. Propensity score matching methods are used on data from 2 panel-waves of the Early Childhood Longitudinal Study to test the hypothesis that these transitions result in adverse academic outcomes. Estimates from matched samples indicate that transitions between Grades 3 and 5 are not significantly associated with decreases in mathematics, reading, or science achievement. The results of this study directly challenge extant research and demonstrate a critical methodological perspective on the relationship between school transitions and students' achievement.

Suggested Citation

  • Brian V. Carolan, 2013. "School Transitions and Students' Achievement in the Fifth Grade," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(5), pages 372-383, September.
    • Handle: RePEc:taf:vjerxx:v:106:y:2013:i:5:p:372-383
    DOI: 10.1080/00220671.2012.736432
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    References listed on IDEAS

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    1. Alberto Abadie & Guido W. Imbens, 2002. "Simple and Bias-Corrected Matching Estimators for Average Treatment Effects," NBER Technical Working Papers 0283, National Bureau of Economic Research, Inc.
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