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Unexpected Arrivals: The Spillover Effects of Mid-Year Entry on Stable Student Achievement in New York City

Author

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  • Emilyn Ruble Whitesell
  • Leanna Stiefel
  • Amy Ellen Schwartz

Abstract

In this article, the authors use a rigorous causal identification strategy and rich longitudinal data on fourth- through eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students.

Suggested Citation

  • Emilyn Ruble Whitesell & Leanna Stiefel & Amy Ellen Schwartz, "undated". "Unexpected Arrivals: The Spillover Effects of Mid-Year Entry on Stable Student Achievement in New York City," Mathematica Policy Research Reports 4c6b242db6a948468e815de66, Mathematica Policy Research.
    • Handle: RePEc:mpr:mprres:4c6b242db6a948468e815de663260450
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    File URL: http://epa.sagepub.com/content/38/4/692
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    Cited by:

    1. Rangvid, Beatrice Schindler, 2019. "Returning special education students to regular classrooms: Externalities on peers’ reading scores," Economics of Education Review, Elsevier, vol. 68(C), pages 13-22.
    2. Amy Ellen Schwartz & Leanna Stiefel & Sarah A. Cordes, 2017. "Moving Matters: The Causal Effect of Moving Schools on Student Performance," Education Finance and Policy, MIT Press, vol. 12(4), pages 419-446, Fall.

    More about this item

    Keywords

    student mobility; mid-year entry; spillover effects; peer effects;
    All these keywords.

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