The International Observatory on Academic Achievement - Documentary search

File number :
POEE-PC-06e

Bibliographic reference :
Cook, P.J., MacCoun, R., Muschkin, C., & Vigdor, J. (2006). Should Sixth Grade Be in Elementary or Middle School? An Analysis of Grade Configuration and Student Behaviour. Working paper 12471. [On line]. National Bureau of Economic Research. <http://www.nber.org/>.


Abstract :

Since the 1970s, there is a new and growing trend in grade configuration in the United States. In the past, students started middle school only when entering seventh grade; but now, most of them start middle school as early as the sixth grade. It was imperative to determine the potential consequences of this change for students, given the marked differences between these two school environments.

Elementary Schools versus Middle Schools
At elementary school, students learn within the same groups of students and interact with specific teachers, whereas middle schools offer fewer possibilities to develop similar close relationships.

In addition, sixth graders who attend middle school are in daily contact with older students at a time of their lives where peer influence is very significant.

This period is also critical in that it marks the transition to adolescence. When combined with the transition to middle school, detrimental consequences may be observed regarding motivation and self-esteem as well as academic achievement and may even lead to dropping out over the long term.

Study Goal
The goal of this study conducted by the National Bureau of Economic Research was to assess the influence of the transition to middle school on risks of developing behavioural problems.

This influence may be caused by:
(1) The effect of social control over the school environment (e.g., the degree of relative freedom allowed to students, the capacity of school staff to monitor and control student behaviour and the composition of the student body);
(2) Transition effects – This mechanism suggests that student behaviour will tend to deteriorate during the first year of middle school. A more marked increase in behavioural problems among sixth and seventh graders entering middle school may be observed;
3) Peer-influence effect – If unduly influenced by deviant peers upon entering middle school, students might exhibit elevated levels of behavioural problems, which may linger and affect their educational paths.

Methodology
The study was conducted in schools in North Carolina where 90% of middle schools served sixth graders. The overall sample included 41,833 sixth graders attending middle school and 5,320 sixth graders attending elementary school.

The indicators of behavioural problems were derived from a database containing all the disciplinary infractions reported by the state schools over the course of the 2000-2001 school year (e.g., minor infractions, violence, illicit drugs, delinquency).

Main Results
Results showed that students as young as sixth graders attending middle school were more at risk of exhibiting behavioural problems than sixth graders attending elementary school. This holds true for all types of infractions reported.

For sixth graders attending middle school, the odds of committing an infraction at school were 2.3 times greater. The odds of a violent infraction were twice as great and the odds of a drug infraction were 4.8 times greater.

The deleterious influence of the transition to middle school as early as sixth grade on the risks of developing behavioural problems appears to linger through subsequent years. These results complement recent findings highlighting the negative effect on sixth graders’ chances to earn a high school diploma in due course when moving them from elementary to middle school.

Links :
http://www.nber.org/

Key Words :
Behavioural Disorders, Transition to Middle School, Grade Configuration, Social Control, Peer Influence, School Environment, School Dropping Out, Newsletter4

Monitored Countries :
United States