How eighth-grade boys and girls perform on reading tests relative to their peers, by race/ethnicity, and socioeconomic status, 2003, 2007, and 2013
| Females | Males | |||||
|---|---|---|---|---|---|---|
| Variable | 2003 | 2007 | 2013 | 2003 | 2007 | 2013 |
| Student race/ethnicity | ||||||
| Black | -0.442*** | -0.425*** | -0.399*** | -0.475*** | -0.473*** | -0.435*** |
| (0.018) | (0.018) | (0.020) | (0.021) | (0.016) | (0.021) | |
| Hispanic ELL | -1.030*** | -0.976*** | -1.051*** | -0.927*** | -0.947*** | -0.980*** |
| (0.057) | (0.041) | (0.051) | (0.057) | (0.041) | (0.040) | |
| Hispanic non-ELL | -0.205*** | -0.170*** | -0.123*** | -0.164*** | -0.128*** | -0.078*** |
| (0.026) | (0.020) | (0.022) | (0.031) | (0.022) | (0.021) | |
| Asian ELL | -0.914*** | -0.699*** | -0.930*** | -0.794*** | -0.795*** | -0.900*** |
| (0.114) | (0.125) | (0.115) | (0.130) | (0.109) | (0.090) | |
| Asian non-ELL | 0.052 | 0.116*** | 0.243*** | 0.060 | 0.091*** | 0.194*** |
| (0.039) | (0.028) | (0.038) | (0.037) | (0.029) | (0.039) | |
| Native American or other | -0.307*** | -0.171*** | -0.129*** | -0.271*** | -0.277*** | -0.186*** |
| (0.046) | (0.037) | (0.030) | (0.055) | (0.036) | (0.034) | |
| Student socioeconomic status | ||||||
| Eligible for reduced-price lunch | -0.092*** | -0.120*** | -0.154*** | -0.095*** | -0.114*** | -0.127*** |
| (0.021) | (0.017) | (0.024) | (0.020) | (0.020) | (0.025) | |
| Eligible for free lunch | -0.231*** | -0.221*** | -0.280*** | -0.225*** | -0.210*** | -0.252*** |
| (0.014) | (0.012) | (0.014) | (0.017) | (0.012) | (0.015) | |
| Parents have some college education | 0.270*** | 0.251*** | 0.261*** | 0.227*** | 0.227*** | 0.233*** |
| (0.016) | (0.013) | (0.020) | (0.015) | (0.016) | (0.020) | |
| Parents have completed college | 0.331*** | 0.305*** | 0.328*** | 0.278*** | 0.279*** | 0.268*** |
| (0.015) | (0.012) | (0.017) | (0.014) | (0.012) | (0.015) | |
| Control variables | ||||||
| 1. Individual education plan (special education student) | ||||||
| Yes | Yes | Yes | Yes | Yes | Yes | |
| 2. Percent of students in school who are black or Hispanic, and percent who are eligible for free or reduced-price lunch | ||||||
| Yes | Yes | Yes | Yes | Yes | Yes | |
| 3. State fixed effects | ||||||
| No | No | No | No | No | No | |
| Adjusted R2 | 0.318 | 0.299 | 0.324 | 0.306 | 0.296 | 0.324 |
| N | 57,740 | 58,094 | 60,094 | 55,455 | 56,734 | 60,284 |
Note: The table shows regression estimates measured in standard deviations—how students in different minority groups scored relative to white peers, how students who were eligible for reduced-price lunch or free lunch scored relative to students who were not eligible, and how students whose parents have some college or who have completed college scored relative to peers whose parents have no college experience. Regressions are run using the subsample of female students and male students independently. *** p<0.01
Source: EPI analysis of National Assessment of Educational Progress microdata, 2003, 2007, and 2013