Negative effects of mid-year entry are somewhat larger for Asian students and students not qualifying for free or reduced-price lunch¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

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? The negative achievement effects of mid-year entry on stable students are moderated by student characteristics, being somewhat larger for Asian students and those not qualifying for free or reduced-price lunch. → 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 study explores the moderating influence of stable students' characteristics and reports impacts are "somewhat larger for Asian students and those who do not qualify for free or reduced-price lunch." No subgroup effect sizes are printed on this page.

"These impacts are not driven by mid-year entrant characteristics and are somewhat larger for Asian students and those who do not qualify for free or reduced-price lunch."

Discussion¶

Learner Variables¶

Socioeconomic Status — moderator: an instructional effect differs by group

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
The A4L impact on grade 4 CCU outcomes did not differ significantly between free/reduced-price lunch and non-FRL students — related
Field trip effects on science achievement are largest for Hispanic students and students qualifying for free or reduced-price lunch — related
The interventions did not consistently benefit any baseline subgroup more than another — related
Exposure to mid-year entrants has small negative short-run effects on stable students' math and ELA test scores in NYC — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`mid-year-entry-effects-larger-asian-non-frl-students`
`title`	`Negative effects of mid-year entry are somewhat larger for Asian students and students not qualifying for free or reduced-price lunch`
`description`	`Negative effects of mid-year entry are somewhat larger for Asian students and students not qualifying for free or reduced-price lunch`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2016`
`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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