Working memory executive function at the beginning of kindergarten, compared with white executive function, by race and ethnicity (Hispanic ELL and English)
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.373***(0.052) | -0.285***(0.051) | -0.291***(0.048) |
| Hispanic ELL | -0.570***(0.051) | -0.349***(0.053) | -0.361***(0.086) |
| Hispanic English | -0.217***(0.040) | -0.147***(0.040) | -0.167***(0.038) |
| Asian | -0.003(0.063) | -0.009(0.062) | -0.015(0.067) |
| Other | 0.008(0.051) | 0.047(0.051) | 0.047(0.050) |
Note: ELL stands for English-language learner. English refers to English-language speaker. Model 1 (M1RL) shows the baseline unadjusted standard deviation /percentile 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 E2 and F2.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)