The impacts of transition to middle school on student cognitive, non-cognitive and perceptual developments: evidence from China

Kathryn Andersona, Xue Gongb, Kai Hongc* & Xi Zhangba Department of Economics, Vanderbilt University, Nashville, TN, USAb Beijing Academy of Educational Sciences, Beijing, People’s Republic of Chinac Robert F. Wagner Graduate School of Public Service, New York University, New York, NY, USA