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Results show small negative short-run impacts on math and English language arts, not explained by entrants’ characteristics, with larger effects for Asian students and those not eligible for free/reduced-price lunch. Findings also indicate persistent negative math effects beyond exposure year.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/unexpected-arrivals-the-spillover-effects-of-mid-year-entry-on-stable-student-achievement-in-new-york-city/602531/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/unexpected-arrivals-the-spillover-effects-of-mid-year-entry-on-stable-student-achievement-in-new-york-city/602531.png","ImageObject",300,407,{"name":42,"@type":43},"pixelkiddo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What question does the study address about stable students?","Question",{"text":63,"@type":64},"The study examines whether mid-year entry creates negative spillover effects for stable classmates, not just for the mobile students who change schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What data and approach does the study use to estimate effects?",{"text":68,"@type":64},"It uses rich longitudinal data from New York City elementary and middle school students and a causal identification strategy with two-way fixed effects.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main findings on test scores?",{"text":72,"@type":64},"Mid-year entry shows small negative short-run effects on both math and English language arts for stable students, and math effects can persist beyond the year of exposure.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602531,1792208706,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Educational Evaluation and Policy Analysis December 2016, Vol. 38, No. 4, pp. 692–713 DOI: 10.3102/0162373716661242  \n© 2016 AERA. [http://eepa.aera.net](http://eepa.aera.net)  \nUnexpected Arrivals: The Spillover Effects of Mid-Year Entry on Stable Student Achievement in New York City  \nEmilyn Ruble Whitesell  \nMathematica Policy Research  \nLeanna Stiefel  \nNew York University  \nAmy Ellen Schwartz  \nNew York University  \nSyracuse University  \nAcross the country and in urban areas in particular, many students change schools during the academic year. While much research documents the impact of changing schools on the academic achievement of mobile students themselves, less research explores whether new arrivals have negative spillovers on stable classmates. The lack of research on impacts of mid-year entry is problematic, as poor, minority, and low-achieving students are disproportionately exposed to mid-year entry. In this study, we use a rigorous causal identification strategy and rich longitudinal data on fourththrough eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students. We analyze heterogeneous effects of mid-year entrants by origin (arriving from other NYC public schools, from other U.S. school systems, or from other countries), determine the extent to which mid-year entrants’ characteristics mediate the impact of mid-year entry, and explore the moderating influence of stable students’characteristics. We find small negative effects of mid-year entry on both math and English language arts test scores in the short run. These impacts are not driven by mid-year entrant characteristics and are somewhat larger for Asian students and those who do not qualify for free or reduced-price lunch. Finally, results suggest mid-year entry continues to negatively influence the math performance of stable students beyond the year of exposure. We discuss the relevance of results and conclude with recommendations for future research.  \nKeywords: student mobility, mid-year entry, spillover effects, peer effects  \nIntroduction  \nAmong the considerable challenges faced by urban school districts in the United States, the arrival of students after the beginning of the school year is particularly troublesome. Student entry and exit during the year is so prevalent in Washington, D.C., for example, an official from the Office of the State Superintendent of Education remarked,“This almost looks like our  \nadmissions are rolling” (Brown, 2013) . In the D.C. Public Schools, 8.3% of students in the spring of 2012 had arrived after September (Jones, 2013), while the Chicago Public Schools experienced a similarly high late entry rate of 7.1% in 2007 (de la Torre & Gwynne, 2009) . These unexpected arrivals pose an administrative burden for school staff, create both management and pedagogical challenges for teachers, and  \nUnexpected Arrivals  \nultimately can harm the academic performance of stable peers.  \nMuch research has documented the negative impact of changing schools on the academic achievement of mobile students themselves, 1 but little attention has been devoted to the negative repercussions this mid-year mobility has for stable students. Mid-year entrants (MYEs) may negatively affect the achievement of their classmates through two key potential mechanisms. First, MYEs may disrupt the learning environment, as teachers interrupt instruction to acclimate new students to classroom policies and procedures (Lash & Kirkpatrick, 1990) . Such disruption may also draw resources away from stable students if teachers disproportionately allocate time to helping new students catch up (Lazear, 2001) . Second, MYEs may alter the composition of classrooms, and these changes in peer characteristics may influence stable students’ outcomes.  \nThis study explores new dimensions of the spillover effects of mid-year entry; specifically, we answer the following five quest","cbCaii6AyUHDqWJh","https://ap.wps.com/l/cbCaii6AyUHDqWJh","pdf",457517,22,"English","# Introduction\n## Research Question 1\n## Research Question 2\n## Research Question 3\n# Unexpected Arrivals","[{\"question\":\"What question does the study address about stable students?\",\"answer\":\"The study examines whether mid-year entry creates negative spillover effects for stable classmates, not just for the mobile students who change schools.\"},{\"question\":\"What data and approach does the study use to estimate effects?\",\"answer\":\"It uses rich longitudinal data from New York City elementary and middle school students and a causal identification strategy with two-way fixed effects.\"},{\"question\":\"What are the main findings on test scores?\",\"answer\":\"Mid-year entry shows small negative short-run effects on both math and English language arts for stable students, and math effects can persist beyond the year of exposure.\"}]","Unexpected Arrivals: The Spillover Effects of Mid-Year Entry on Stable Student Achievement in New York City | PDF",1792094823,55]