Teacher closeness, other noncognitive skills at the beginning of kindergarten, as reported by teachers, by race and ethnicity (Hispanic ELL and English), under unadjusted to fully adjusted models
| Unadjusted (M1R) | Adjusted by SES (M2R) | Fully adjusted (M3R) | |
|---|---|---|---|
| Black | -0.305*** (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) |
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 E5 and F5.
Source: EPI analysis of ECLS-K, Kindergarten Class of 2010–2011 (National Center for Education Statistics)