Eager to learn, 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 | -0.021 (0.052) |
0.012 (0.052) |
0.026 (0.051) |
| Hispanic ELL | -0.358*** (0.059) |
-0.237*** (0.063) |
-0.080 (0.089) |
| Hispanic English | 0.017 (0.040) |
0.047 (0.040) |
0.072* (0.040) |
| Asian | -0.123** (0.056) |
-0.122** (0.056) |
-0.056 (0.063) |
| Other | -0.025 (0.051) |
-0.011 (0.051) |
-0.022 (0.050) |
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)