Published in: American Educational Research Journal - Social and Institutional Analysis September 15, 2016
Amy Ellen Schwartz, Syracuse University Leanna Stiefel, New York University Michah W. Rothbart, Syracuse University
Abstract
Recent research finds that grade span affects academic achievement, but only speculates about the mechanisms. In this study, we examine one commonly cited mechanism, the top dog/bottom dog phenomenon, which states that students at the top of a grade span (“top dogs”) have better experiences than those at the bottom (“bottom dogs”). Using an instrumental variables strategy introduced in Rockoff & Lockwood (2010) and a longitudinal data set containing student survey data for New York City public middle school students, we estimate the impact of top dog and bottom dog status on bullying, safety, belonging, and academic achievement. This paper provides the first credibly causal evidence that top dog status improves the learning environment and academic achievement. We further find that the top dog effect is strongest in 6th grade and in schools with longer grade spans and that the top dog effect is not explained by new students to a school or student height.
WPR, October 4, 2016 Education Week, October 4, 2016 neaToday, September 27, 2016 The Atlantic, September 22, 2016 Good Housekeeping, September 21, 2016 Chalkbeat, September 20, 2016 Education Week, September 20, 2016 Quartz, September 20, 2016 NPR, September 19, 2016
Middle School Structure Affects Learning Environment, Student Achievement