How eighth-graders perform on reading tests relative to their peers, by race/ethnicity and gender, 2003, 2007, and 2013
| Model I | Model II | Model III | |||||||
|---|---|---|---|---|---|---|---|---|---|
| Variable | 2003 | 2007 | 2013 | 2003 | 2007 | 2013 | 2003 | 2007 | 2013 |
| Female student | 0.234*** | 0.230*** | 0.215*** | 0.231*** | 0.228*** | 0.212*** | 0.232*** | 0.228*** | 0.211*** |
| (0.007) | (0.008) | (0.008) | (0.007) | (0.008) | (0.008) | (0.007) | (0.008) | (0.007) | |
| Student race/ethnicity | |||||||||
| Black | -0.545*** | -0.523*** | -0.488*** | -0.458*** | -0.448*** | -0.417*** | -0.390*** | -0.384*** | -0.296*** |
| (0.014) | (0.011) | (0.013) | (0.015) | (0.012) | (0.016) | (0.031) | (0.025) | (0.032) | |
| Hispanic ELL | -1.079*** | -1.044*** | -1.086*** | -0.978*** | -0.962*** | -1.009*** | -1.010*** | -0.893*** | -0.799*** |
| (0.044) | (0.030) | (0.031) | (0.041) | (0.031) | (0.033) | (0.098) | (0.070) | (0.110) | |
| Hispanic non-ELL | -0.265*** | -0.217*** | -0.158*** | -0.185*** | -0.150*** | -0.102*** | -0.292*** | -0.269*** | -0.128*** |
| (0.018) | (0.013) | (0.015) | (0.020) | (0.015) | (0.016) | (0.037) | (0.028) | (0.037) | |
| Asian ELL | -0.917*** | -0.791*** | -0.947*** | -0.849*** | -0.749*** | -0.917*** | -0.839*** | -0.436*** | -0.811*** |
| (0.089) | (0.104) | (0.079) | (0.088) | (0.093) | (0.075) | (0.137) | (0.153) | (0.169) | |
| Asian non-ELL | 0.047 | 0.096*** | 0.242*** | 0.056* | 0.104*** | 0.221*** | 0.108** | 0.183*** | 0.268*** |
| (0.029) | (0.021) | (0.029) | (0.030) | (0.020) | (0.027) | (0.053) | (0.037) | (0.045) | |
| Native American or other | -0.349*** | -0.279*** | -0.192*** | -0.289*** | -0.225*** | -0.158*** | -0.062 | -0.033 | -0.030 |
| (0.044) | (0.023) | (0.024) | (0.039) | (0.022) | (0.023) | (0.066) | (0.056) | (0.049) | |
| Control variables | |||||||||
| 1. Individual education plan (special education student) | |||||||||
| Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |
| 2. Individual socioeconomic status (parents’ education and whether student is eligible for free or reduced-price lunch (FRPL)) | |||||||||
| Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | Yes | |
| 3. Percent of students in school who are black or Hispanic, and percent who are FRPL-eligible | |||||||||
| No | No | No | Yes | Yes | Yes | Yes | Yes | Yes | |
| 4. Interaction between individual FRPL-eligibility and percent of students in school who are FRPL-eligible; Interaction between individual race and percent of students in the school who are black/Hispanic and FRPL-eligible | |||||||||
| No | No | No | No | No | No | Yes | Yes | Yes | |
| 5. State fixed effects | |||||||||
| No | No | No | No | No | No | No | No | No | |
| Adjusted R2 | 0.313 | 0.299 | 0.322 | 0.326 | 0.311 | 0.336 | 0.329 | 0.313 | 0.338 |
| N | 113,195 | 114,828 | 120,378 | 113,195 | 114,828 | 120,378 | 113,195 | 114,828 | 120,378 |
Note: The table shows regression estimates measured in standard deviations—how female students scored relative to male peers and how students in different minority groups scored relative to white peers. *** p<0.01, ** p<0.05, * p<0.1
Source: EPI analysis of National Assessment of Educational Progress microdata, 2003, 2007, and 2013