Context: • NCLB Growth: Are non-proficient students making progress toward proficiency? • What about the students who are already proficient? Does their growth continue?

Abstract— The effect of middle school building transitions on academic achievement in Iowa is examined. A two year matched cohort difference-in-difference model shows building transitions having a negative effect on achievement for grades 5-8. A five year match cohort group multi-level multiple regression model demonstrates transitions at different times, multiple transitions (two), and the lasting effects of transitions on achievement through eighth grade. Effect of building transitions varied depending on the grade level at which the transition occurred. Over half of Iowa students transition to middle school at sixth grade and a negative relationship exists between building transition at sixth grade and test scores. School districts need effective ways to lessen the effects of middle school building transitions on academic achievement.

The question is constantly asked: “What sized district produces the best student achievement?” This Iowa Department of Education study shows there is more to student achievement than the number of students in a district.

When compared with states with similar education spending, this study reviews Iowa’s ranking on NAEP results.

Iowa ranks 38th nationally in teacher salary compensation, the lowest quarter of all states. This study looks at what, if any, impact the Student Achievement and Teacher Quality Program has had on teacher salaries.