Self-control (teacher) basic 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)
| 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) |
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 E3 and F3.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)