. 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 A4.

Fixed-Effects Logit Models Predicting Advanced Math Course Taking in Ninth Grade for Students on the Accelerated Track.

	Model 1A		Model 2A		Model 3A		Model 4A
	B	SE	B	SE	B	SE	B	SE
Black	−.768^a^***	.112^a	−.638^a^***	.114^a	−.576^a^***	.121^a	−.569a^***	.124^a
Black Latinx	−1.291^a^***	.226^a	−.979^a^***	.228^a	−.771^a^**	.248^a	−.730^a^**	.253^a
Nonblack Latinx	−.608^a^**	.202^a	−.282^a	.207^a	−.053	.225	−.017	.230
White Latinx	−.382^**	.121	−.152	.125	−.083	.135	−.073	.138
East Asian	.299^*	.146	.325^*	.149	.120	.160	.143	.163
South Asian	1.442^a^***	.291^a	1.379^***	.292	1.042^**	.313	1.059^**	.318
Southeast Asian/Pacific Islander	−.059^a	.138^a	.088^a	.140^a	.001	.150	−.005	.154
Male			−.166^a^*	.067^a	−.016	.072	.091	.074
SES			.504^***	.048	.336^***	.053	.283^***	.054
Geometry or higher					.476^a^***	.129^a	.442^a^**	.132^a
B					−1.126^a^***	.082^a	−1.047^a^***	.084^a
C					−2.058^a^***	.112^a	1.921^a^***	.114^a
D/F/ungraded					−3.364^a^***	.167^a	−3.155^a^***	.170^a
Talked to parent							.272^**	.084
Talked to teacher							.205^*	.090
Talked to counselor							.148	.092
Encouraged by parent							.734^***	.103
Encouraged by teacher							.687^a^***	.112^a
Suggested by counselor							−.125	.123

Source: High School Longitudinal Study of 2009, within-school sample, 16,680 students in 850 public and private schools.

Note: The table presents main effects estimates from fully interactive logistic regression models with accelerated track set as the moderator reference category. Variable reference categories include white race and a grade of A. SES = socioeconomic status.

^a.

Significant differences at the .05 level (on the basis of interaction terms) compared with model estimates for standard track.

p < .05,

^**

p < .01, and

^***

p < .001 (two tailed).