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***(0.045) | -0.114***(0.043) | -0.069*(0.042) |
| Hispanic ELL | -0.661***(0.047) | -0.369***(0.047) | -0.200***(0.074) |
| Hispanic English | -0.222***(0.036) | -0.124***(0.035) | -0.083**(0.034) |
| Asian | 0.319***(0.058) | 0.301***(0.056) | 0.373***(0.062) |
| Other | -0.003(0.047) | 0.053(0.045) | 0.060(0.044) |
Math
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.386***(0.042) | -0.271***(0.041) | -0.236***(0.039) |
| Hispanic ELL | -0.688***(0.044) | -0.408***(0.045) | -0.256***(0.070) |
| Hispanic English | -0.291***(0.036) | -0.198***(0.035) | -0.155***(0.033) |
| Asian | 0.200***(0.054) | 0.183***(0.052) | 0.267***(0.059) |
| Other | -0.060(0.046) | -0.008(0.045) | 0.006(0.043) |
Note: ELL stands for English-language learner. English refers to English-language speaker. Model 1 (M1R) shows the baseline unadjusted standard deviation score for each group, relative to white children. Model 2 (M2R) shows each group's relative performance after controlling for socioeconomic status (SES). Model 3 (M3R) shows relative performance after adjusting for all family and child characteristics, pre-K schooling, and enrichment activities with parents. See Appendix A and Tables E1 and F1.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)