Reading achievement at the beginning of kindergarten, compared with white achievement, by race and ethnicity (Hispanic ELL and English)
| 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) |
Note: ELL stands for English-language learner. English refers to English-language speaker. Model 1 (M1RL) shows the baseline unadjusted standard deviation score for each group, relative to white children. Model 2 (M2RL) shows each group's relative performance after controlling for socioeconomic status (SES). Model 3 (M3RL) 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)