| Title: |
Capturing Dynamic School Contexts: An Applied Demonstration of Multiple Membership Modeling |
| Language: |
English |
| Authors: |
Angela K. Henneberger (ORCID 0000-0002-0068-9691); Tessa L. Johnson (ORCID 0000-0002-6631-5852); Yi Feng (ORCID 0000-0002-3487-908X); Bess A. Rose (ORCID 0000-0002-1212-0363); Laura M. Stapleton (ORCID 0000-0003-2383-772X); Tracy Sweet (ORCID 0000-0001-9929-7518); Michael E. Woolley (ORCID 0000-0003-0965-7175) |
| Source: |
Grantee Submission. 2026. |
| Peer Reviewed: |
Y |
| Page Count: |
58 |
| Publication Date: |
2026 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R372A150045 |
| Document Type: |
Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education; High Schools; Higher Education; Postsecondary Education |
| Descriptors: |
Educational Assessment; Educational Development; Student Development; Educational Research; Educational Environment; Hierarchical Linear Modeling; Student Experience; Research Methodology; Student Mobility; Longitudinal Studies; Middle School Students; High School Students; College Enrollment; Scores; Predictor Variables; Effect Size |
| Geographic Terms: |
Maryland |
| DOI: |
10.1080/10888691.2026.2668347 |
| Abstract: |
Applied developmental scientists are often interested in how school contexts--critical proximal environments that shape students' developmental pathways--relate to long-term outcomes. However, school contexts are dynamic, and student mobility is common, creating challenges for researchers attempting to model developmental processes within changing school environments. Traditional multilevel models assume that each student is nested within a single, stable school context, an assumption that is violated when students attend multiple schools over time. Multiple membership multilevel modeling is an approach that can be used to account for students' experience of multiple school contexts, yet it has not been widely applied in practice. In this manuscript, we demonstrate multiple membership modeling and compare it to single membership multilevel modeling approaches, highlighting the differences that emerge. We provide implications for selecting modeling strategies that align with the research question, developmental theory, and the dynamic nature of school contexts. [This paper will be published in "Applied Developmental Science."] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Accession Number: |
ED680905 |
| Database: |
ERIC |