Other 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)
Interpersonal skills
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.306*** (0.054) |
-0.244*** (0.053) |
-0.200*** (0.052) |
| Hispanic ELL | -0.151*** (0.058) |
0.019 (0.061) |
0.061 (0.089) |
| Hispanic English | -0.080* (0.042) |
-0.026 (0.042) |
-0.020 (0.041) |
| Asian | -0.074 (0.062) |
-0.079 (0.062) |
-0.047 (0.067) |
| Other | -0.088 (0.056) |
-0.054 (0.056) |
-0.050 (0.056) |
Closeness to teacher
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.305*** (0.051) |
-0.263*** (0.050) |
-0.246*** (0.050) |
| Hispanic ELL | -0.208*** (0.056) |
-0.099* (0.059) |
0.015 (0.089) |
| Hispanic English | -0.053 (0.038) |
-0.017 (0.038) |
-0.003 (0.039) |
| Asian | -0.241*** (0.062) |
-0.241*** (0.063) |
-0.193*** (0.072) |
| Other | -0.191*** (0.050) |
-0.171*** (0.050) |
-0.164*** (0.049) |
Eagerness to learn
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.299*** (0.051) |
-0.227*** (0.050) |
-0.188*** (0.049) |
| Hispanic ELL | -0.125** (0.056) |
0.055 (0.058) |
0.061 (0.084) |
| Hispanic English | -0.151*** (0.042) |
-0.092** (0.042) |
-0.069 (0.042) |
| Asian | 0.035 (0.054) |
0.030 (0.054) |
0.031 (0.064) |
| Other | -0.060 (0.050) |
-0.023 (0.050) |
-0.019 (0.050) |
Persistence in completing tasks
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.243*** (0.049) |
-0.174*** (0.049) |
-0.144*** (0.048) |
| Hispanic ELL | -0.042 (0.056) |
0.134** (0.058) |
0.027 (0.087) |
| Hispanic English | -0.139*** (0.043) |
-0.081* (0.043) |
-0.071* (0.041) |
| Asian | 0.202*** (0.055) |
0.195*** (0.057) |
0.132** (0.064) |
| Other | -0.036 (0.051) |
-0.002 (0.050) |
-0.008 (0.049) |
Attention
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.248*** (0.053) |
-0.173*** (0.052) |
-0.136*** (0.050) |
| Hispanic ELL | -0.076 (0.055) |
0.113** (0.057) |
0.061 (0.086) |
| Hispanic English | -0.127*** (0.042) |
-0.064 (0.042) |
-0.055 (0.040) |
| Asian | 0.088* (0.053) |
0.080 (0.054) |
0.040 (0.064) |
| Other | -0.095* (0.054) |
-0.057″ (0.053) |
-0.063 (0.053) |
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 E5 and F5.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)