Reading and math achievement at the beginning of kindergarten, compared with white achievement, by race and ethnicity (Hispanic ELL and English)
Reading
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.235 | -0.114 | -0.064 |
| Hispanic ELL | -0.661 | -0.369 | -0.197 |
| Hispanic English | -0.222 | -0.124 | -0.079 |
| Asian | 0.319 | 0.301 | 0.381 |
| Others | -0.003 | 0.053 | 0.064 |
Math
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.386 | -0.271 | -0.231 |
| Hispanic ELL | -0.688 | -0.408 | -0.257 |
| Hispanic English | -0.291 | -0.198 | -0.154 |
| Asian | 0.200 | 0.183 | 0.270 |
| Others | -0.060 | -0.008 | 0.008 |
Note: ELL stands for English-language learner. English refers to English-language speakers. Model 1 (M1) shows the baseline unadjusted standard deviation score for each group, relative to white children. Model 2 (M2) shows each groups' performance after controlling for SES. Model 3 (M3) shows performance gaps after adjusting for all family and child characteristics, pre-k schooling and other enrichment activities. See Table XX.
Source: ECLS-K, Kindergarten Class of 2010-2011 (National Center for Education Statistics)
Note: ELL stands for English-language learner. English refers to English-language speakers. Model 1 (M1) shows the baseline unadjusted standard deviation score for each group, relative to white children. Model 2 (M2) shows each groups' performance after controlling for SES. Model 3 (M3) shows performance gaps after adjusting for all family and child characteristics, pre-k schooling and other enrichment activities. See Table XX.
Source: ECLS-K, Kindergarten Class of 2010-2011 (National Center for Education Statistics)
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