Mid-year entry continues to negatively influence stable students' math performance beyond the year of exposure¶

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¶

q3 i? The negative effect of mid-year entry on stable students' math performance persists beyond the year of exposure; no such persistence is reported for ELA. → 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 longitudinal NYC analysis finds that "mid-year entry continues to negatively influence the math performance of stable students beyond the year of exposure." The persistence is stated with hedging ("results suggest") and no effect size is printed on this page.

"Finally, results suggest mid-year entry continues to negatively influence the math performance of stable students beyond the year of exposure."

Discussion¶

Related Claims¶

• Negative effects of mid-year entry are somewhat larger for Asian students and students not qualifying for free or reduced-price lunch — related
• Mid-year entry effects on stable students are not driven by mid-year entrants' characteristics — related
• Exposure to mid-year entrants has small negative short-run effects on stable students' math and ELA test scores in NYC — related
• Research on spillovers of mid-year entry to stable classmates is scarce relative to research on mobile students themselves — related
• Poor, minority, and low-achieving students are disproportionately exposed to mid-year entry — related