Shaun M. Dougherty
Bridging the Discontinuity in Adolescent Literacy? Mixed Evidence from a Middle Grades Intervention
University of Connecticut
strong literacy skills crucial ensuring individuals future educational economic success existing evidence suggests transition elementary middle school decisive period literacy development paper investigate impact extended learning time literacy instruction subsequent cognitive outcomes capitalize existence natural experiment born districts use exogenously determined cutoff iowa test scores fifth grade assign students additional literacy course middle school findings suggest exposure intervention generates strong negative impacts black students noisy positive impacts white latino asian students findings suggest additional literacy instruction middle school markedly different effects students program differentiation augmentation may necessary prevent harm students average literacy ability fifth grade