Principal noncognitive skills at the beginning of kindergarten, as reported by teachers, compared with teachers' reports of white students' skills, by race and ethnicity (Hispanic ELL and English)
Self-control
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.288*** (0.054) |
-0.231*** (0.053) |
-0.194*** (0.052) |
| Hispanic ELL | -0.019 (0.057) |
0.137** (0.060) |
0.075 (0.088) |
| Hispanic English | -0.025 (0.042) |
0.022 (0.042) |
0.005 (0.042) |
| Asian | 0.044 (0.056) |
0.039 (0.056) |
-0.010 (0.066) |
| Other | -0.074 (0.056) |
-0.041 (0.057) |
-0.052 (0.056) |
Approaches to learning
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.318***(0.053) | -0.228***(0.052) | -0.185***(0.049) |
| Hispanic ELL | -0.094*(0.054) | 0.130**(0.056) | 0.051(0.086) |
| Hispanic English | -0.123***(0.042) | -0.051(0.042) | -0.038(0.039) |
| Asian | 0.139**(0.055) | 0.131**(0.056) | 0.079(0.062) |
| Other | -0.086(0.053) | -0.042(0.053) | -0.049(0.051) |
Internalizing behavioral problems
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | 0.011(0.059) | -0.024(0.059) | -0.043(0.058) |
| Hispanic ELL | -0.059(0.058) | -0.156***(0.059) | -0.052(0.086) |
| Hispanic English | 0.044(0.045) | 0.014(0.045) | 0.007(0.046) |
| Asian | -0.136**(0.055) | -0.135**(0.055) | -0.090(0.065) |
| Other | 0.017(0.058) | -0.001(0.059) | -0.003(0.058) |
Externalizing behavioral problems
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | 0.239***(0.055) | 0.192***(0.054) | 0.160***(0.052) |
| Hispanic ELL | -0.075(0.060) | -0.183***(0.064) | -0.040(0.087) |
| Hispanic English | -0.027(0.043) | -0.065(0.044) | -0.043(0.043) |
| Asian | -0.120**(0.055) | -0.113**(0.056) | -0.031(0.065) |
| Other | 0.068(0.059) | 0.045(0.059) | 0.051(0.058) |
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 E3 and F3.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)