Principal noncognitive skills at the beginning of kindergarten, as reported by teachers, compared with teachers' reports of low socioeconomic status achievement, by SES quintile
Self-control
| Unadjusted (M1S) | Adjusted by race (M2S) | Fully adjusted (M3S) | |
|---|---|---|---|
| Low-middle SES | 0.085*(0.045) | 0.110**(0.047) | 0.073(0.045) |
| Middle SES | 0.201***(0.047) | 0.228***(0.048) | 0.162***(0.047) |
| High-middle SES | 0.352***(0.047) | 0.375***(0.050) | 0.286***(0.048) |
| High SES | 0.396***(0.048) | 0.417***(0.051) | 0.311***(0.050) |
Approaches to learning
| Unadjusted (M1S) | Adjusted by race (M2S) | Fully adjusted (M3S) | |
|---|---|---|---|
| Low-middle SES | 0.148***(0.040) | 0.172***(0.042) | 0.132***(0.040) |
| Middle SES | 0.278***(0.043) | 0.305***(0.044) | 0.230***(0.043) |
| High-middle SES | 0.512***(0.043) | 0.531***(0.045) | 0.432***(0.043) |
| High SES | 0.618***(0.044) | 0.632***(0.046) | 0.507***(0.045) |
Internalizing behavioral problems
| Unadjusted (M1S) | Adjusted by race (M2S) | Fully adjusted (M3S) | |
|---|---|---|---|
| Low-middle SES | -0.046(0.045) | -0.073(0.045) | -0.043(0.045) |
| Middle SES | -0.127***(0.045) | -0.162***(0.046) | -0.110**(0.046) |
| High-middle SES | -0.188***(0.046) | -0.224***(0.048) | -0.151***(0.048) |
| High SES | -0.224***(0.048) | -0.257***(0.049) | -0.163***(0.050) |
Externalizing behavioral problems
| Unadjusted (M1S) | Adjusted by race (M2S) | Fully adjusted (M3S) | |
|---|---|---|---|
| Low-middle SES | -0.000(0.046) | -0.030(0.048) | 0.016(0.046) |
| Middle SES | -0.111**(0.050) | -0.147***(0.052) | -0.066(0.050) |
| High-middle SES | -0.218***(0.048) | -0.250***(0.051) | -0.150***(0.049) |
| High SES | -0.284***(0.049) | -0.313***(0.052) | -0.191***(0.051) |
Note: SES refers to socioeconomic status. Model 1 (M1S) shows the baseline unadjusted standard deviation score for each socioeconomic group, relative to low-SES. Model 2 (M2S) shows each group's relative performance after controlling for race/ethnicity. Model 3 (M3S) shows relative performance after adjusting for all family and child characteristics, pre-K schooling, and enrichment activities with parents. See Appendix A and Tables D3 and F3.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)
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