Cognitive flexibility executive function at the beginning of kindergarten, compared with white executive function, by race and ethnicity (Hispanic ELL and English)
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.265***(0.057) | -0.233***(0.057) | -0.240***(0.057) |
| Hispanic ELL | -0.383***(0.062) | -0.283***(0.064) | -0.077(0.094) |
| Hispanic English | -0.114***(0.040) | -0.086**(0.039) | -0.079**(0.039) |
| Asian | -0.132***(0.049) | -0.134***(0.049) | -0.038(0.060) |
| Other | -0.102**(0.044) | -0.089**(0.043) | -0.090**(0.044) |
Note: ELL stands for English-language learner. English refers to English-language speaker. Model 1 (M1RL) shows the baseline unadjusted standard deviation /percentile 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 E2 and F2.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)