. Author manuscript; available in PMC: 2024 Jan 26.

Published in final edited form as: Socius. 2021 Jan 11;7:10.1177/2378023120980293. doi: 10.1177/2378023120980293

Table 4.

Significant Interactions from Fixed-Effects Logit Models Predicting Advanced Math Course Taking in Ninth Grade by Eighth Grade Math Track.

	Model 5				Model 6
	Accelerated		Standard		Accelerated		Standard
	B	SE	B	SE	B	SE	B	SE
Black	−.765^a^***	.158^a	.025^a	.145^a	−.701^a^***	.163^a	.019^a	.144^a
Black Latinx	−.624^a	.326^a	.639^a^*	.269^a	−.496^a	.308^a	.407^a	.276^a
Nonblack Latinx	.177	.302	.351	.242	.290	.282	.318	.237
White Latinx	.058	.183	.261	.174	−.046	.185	.051	.181
East Asian	.359	.237	.267	.297	.070	.225	.542	.279
South Asian	1.601^a^**	.518^a	.895^a^**	.277^a	1.175^*	.492	.595^*	.295
Southeast Asian/Pacific Islander	−.056	.207	.463^*	.182	−.019	.203	.392^*	.180
Talked to teacher	.205	.137	.280^*	.136
Talked to counselor					−.009	.137	.167	.137
Interaction terms
× Black	.897^a^*	.362^a	−.021^a	.280^a	.371	.318	−.025	.286
× Black Latinx	−.451	.633	−1.441^*	.700	−1.625^*	.765	−.267	.627
× Nonblack Latinx	.224	.630	−.508	.602	−.865	.843	−.400	.675
× White Latinx	−.073	.392	−.911^*	.433	.424	.381	.193	.362
× East Asian	−.646	.444	.197	.519	.607	.504	−.768	.559
× South Asian	−.869	.978	−1.704^*	.841	.996	1.142	.075	.601
× Southeast Asian/Pacific Islander	.103	.411	−.308	.378	−.037	.426	.046	.395

Source: High School Longitudinal Study of 2009, within-school sample, 13,390 students in 700 public schools.

Note: The table presents main and interactions effects estimates from fully interactive logistic regression models. Models also include controls for gender, socioeconomic status, advanced course, course grade, talked to parent, encouraged by parent, encouraged by teacher, and suggested by counselor.

^a.

Significant differences at the .05 level between eighth grade math tracks.

p < .05,

^**

p < .01, and

^***

p < .001 (two tailed).