Basic noncognitive skills at the beginning of kindergarten, as reported by teachers, compared with teachers' reports of low socioeconomic status achievement, by SES quintile (Approaches to learning - teacher)
| 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) |
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)