Practical Measures, Routines & Representations (PMR²) Whole Class Discussion Survey
Category: Student Learning
We study how different kinds of school changes shape achievement in grades 4–8 using data from six California districts (2016–17 through 2019–20). We estimate the effects of structural (promotional), nonstructural summer, and midyear moves and find that structural and summer moves have near-zero effects on ELA and math, while midyear moves lower ELA by 0.073 SD and math by 0.083 SD. Midyear impacts hinge on destination quality: moves to lower-achieving schools produce steep losses, whereas moves to higher-achieving schools close the gap and can even raise achievement above their stayer counterparts. Midyear effects are most negative for students in middle school and for students with disabilities, English learners, low-income, and homeless students. We find minimal fade-out effects.
Keywords
Elementary School, Middle School, Academic Achievement, Student Mobility
Education level
Topics
Document Object Identifier (DOI)
10.26300/w73j-x228
