Poor, minority, and low-achieving students are disproportionately exposed to mid-year entry¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Exposure to mid-year entry is disproportionately concentrated among poor, minority, and low-achieving students. → Emilyn Ruble Whitesell 2016

Evidence¶

Emilyn Ruble Whitesell 2016¶

Emilyn Ruble Whitesell, Leanna Stiefel, Amy Ellen Schwartz. (2016). Unexpected Arrivals: The Spillover Effects of Mid-Year Entry on Stable Student Achievement in New York City. Education Evaluation and Policy Analysis, vol. 38, no. 4. https://www.mathematica.org/publications/unexpected-arrivals-the-spillover-effects-of-mid-year-entry-on-stable-student-achievement-in-new doi:10.3102/0162373716661242

q3 · i? · causal · r?

The article states as motivation that "poor, minority, and low-achieving students are disproportionately exposed to mid-year entry." This is a descriptive distributional statement; no statistics supporting it are printed on this page.

"The lack of research on impacts of mid-year entry is problematic, as poor, minority, and low-achieving students are disproportionately exposed to mid-year entry."

Discussion¶

Learner Variables¶

Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Exposure to mid-year entrants has small negative short-run effects on stable students' math and ELA test scores in NYC — related
Mid-year entry effects on stable students are not driven by mid-year entrants' characteristics — related
Mid-year entry continues to negatively influence stable students' math performance beyond the year of exposure — related
Research on spillovers of mid-year entry to stable classmates is scarce relative to research on mobile students themselves — related
Out-of-field teaching is more common in high-poverty schools and lower tracks, concentrating the least qualified teachers with disadvantaged students — related
Students who did not retest in fall 2020 were disproportionately minoritized and lower-achieving compared with students who retested — related

Page metadata

Field	Value
`type`	`claim`
`id`	`disadvantaged-students-disproportionately-exposed-mid-year-entry`
`title`	`Poor, minority, and low-achieving students are disproportionately exposed to mid-year entry`
`description`	`Poor, minority, and low-achieving students are disproportionately exposed to mid-year entry`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2016`
`recheck_by`	`2021`
`generated`	by `process:wiki-ingest` on `2026-10-08`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `emilyn-ruble-whitesell-2016`

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