DIFFERENCES IN ACHIEVEMENT BETWEEN ADOLESCENTS WHO REMAIN IN A K-8 SCHOOL AND THOSE WHO TRANSITION TO A JUNIOR HIGH SCHOOL

Abstract

There has been abundant research examining how early life experiences affect achievement. In this article, we investigate the transition from elementary to junior high school at a developmental stage where numerous changes have an impact on students. Using nationally representative survey data, we found no differences in academic achievement between students who transitioned to grade seven from an elementary school in comparison to those who remained in the same school. We did find a significant decline in mathematics achievement between grade five and grade seven for children, regardless of their transition status. We present a developmental, rather than environmental, explanation.