Figure D4b
Approaches to learning (parents), at the beginning of kindergarten, as reported by parents, by SES quintile, under unadjusted to fully adjusted models
| Unadjusted (M1S) | Adjusted by race (M2S) | Fully adjusted (M3S) | |
|---|---|---|---|
| Low-middle SES | 0.265***(0.041) | 0.202***(0.043) | 0.151***(0.040) |
| Middle SES | 0.321***(0.043) | 0.243***(0.045) | 0.175***(0.043) |
| High-middle SES | 0.419***(0.044) | 0.339***(0.047) | 0.259***(0.044) |
| High SES | 0.492***(0.045) | 0.416***(0.048) | 0.302***(0.046) |
Note: SES refers to socioeconomic status. Model 1 (M1S) shows the baseline unadjusted standard deviation score for each group, relative to low-SES children. 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 D4 and F4.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)
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