The negative impacts of starting middle school in sixth grade
The negative impacts of starting middle school in sixth grade
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DOI：
10.1002/pam.20309
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发表时间：
2008-12-01
影响因子：
3.8
通讯作者：
Vigdor, Jacob
中科院分区：
文献类型：
--
作者：
Cook, Philip J.;MacCoun, Robert;Vigdor, Jacob
利用北卡罗来纳州公立学校学生的管理数据，我们发现，上中学的六年级学生比上小学的学生更容易因纪律问题而被传讯。在对学生及其学校的社会经济和人口特征进行调整后，这种差异仍然存在。此外，被安排在中学的六年级学生的违规率至少持续到九年级。对期末考试成绩的分析提供了补充结果。一个合理的解释是，六年级学生处于一个特别易受影响的年龄;在中学，接触年长的同龄人和相对自由的监督会产生有害的后果。这些发现与目前关于纳入中等年级的最佳学校配置的辩论有关。根据我们的研究结果，我们认为，有一个强有力的论据，从年龄较大的青少年分开六年级。(C)2008年，公共政策分析与管理协会。
Using administrative data on public school students in North Carolina, we find that sixth grade students attending middle schools are much more likely to be cited for discipline problems than those attending elementary school. That difference remains after adjusting for the socioeconomic and demographic characteristics of the students and their schools. Furthermore, the higher infraction rates recorded by sixth graders who are placed in middle school persist at least through ninth grade. An analysis of end-of-grade test scores provides complementary findings. A plausible explanation is that sixth graders are at an especially impressionable age; in middle school, the exposure to older peers and the relative freedom front supervision have deleterious consequences. These findings are relevant to the current debate over the best school configuration for incorporating the middle grades. Based on our results, we suggest that there is a strong argument for separating sixth graders from older adolescents. (C) 2008 by the Association for Public Policy Analysis and Management.