Work until finishes, other noncognitive skills at the beginning of kindergarten, as reported by parents, by race and ethnicity (Hispanic ELL and English), under unadjusted to fully adjusted models
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | 0.011 (0.054) |
0.051 (0.054) |
0.071 (0.052) |
| Hispanic ELL | -0.285*** (0.058) |
-0.177*** (0.062) |
-0.178* (0.093) |
| Hispanic English | -0.045 (0.041) |
-0.011 (0.042) |
0.007 (0.042) |
| Asian | -0.101* (0.059) |
-0.104* (0.058) |
-0.105 (0.069) |
| Other | 0.011 (0.052) |
0.030 (0.052) |
0.022 (0.051) |
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 E6 and F6.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)