. 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 A5.

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

	Model 1S		Model 2S		Model 3S		Model 4S
	B	SE	B	SE	B	SE	B	SE
Black	−.029^a	.116^a	.026^a	.116^a	.003^a	.119^a	.003^a	.121^a
Black Latinx	.062^a	.233^a	.270^a	.235^a	.296^a	.237^a	.226^a	.242^a
Nonblack Latinx	.104^a	.204^a	.295^a	.208^a	.276	.211	.262	.214
White Latinx	−.093	.140	.089	.143	.087	.147	.081	.149
East Asian	.691^**	.202	.699^**	.204	.592^**	.212	.512^*	.218
South Asian	.916^a^***	.220^a	.901^***	.221	.739^**	.230	.677^**	.240
Southeast Asian/Pacific Islander	.454^a^**	.147^a	.507^a^**	.148^a	.382^*	.153	.383^*	.155
Male			.055^a	.074^a	.115	.077	.160^*	.078
SES			424^***	.056	.353^***	.058	.287^***	.060
Honors math					1.730^a^***	.149^a	1.698^a^***	.151^a
B					−.406^a^***	.087^a	−.314^a^***	.090^a
C					−.655^a^***	.118^a	−.488^a^***	.121^a
D/F/ungraded					−1.074^a^***	.188^a	−.935^a^***	.191^a
Talked to parent							.229^**	.085
Talked to teacher							.174	.098
Talked to counselor							.085	.101
Encouraged by parent							.971^***	.118
Encouraged by teacher							.483^a^***	.127^a
Suggested by counselor							−.144	.146

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 standard 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 accelerated track.

p < .05,

^**

p < .01, and

^***

p < .001 (two tailed).