. Author manuscript; available in PMC: 2024 Feb 6.

Published in final edited form as: Race Soc Probl. 2018 May 10;11(2):93–111. doi: 10.1007/s12552-018-9231-7

Table 8.

Comparison of racialized subgroup estimates for teacher ratings of math skills from Models 4 and 5

Racialized subgroup versus	White imm	East Asian Am	East Asian imm	South Asian	SE Asian Am	SE Asian imm	White Latinx Am	White Latinx imm	NW Latinx Am	NW Latinx imm	Black Am	Black imm
White imm		–	^*	–	–	^*	–	–	–	–	–	–
East Asian Am	–		^*	–	–	^*	–	–	–	–	–	–
East Asian imm	^*	^*		^*	^*	^*	^*	^*	^*	^*	^*	^*
South Asian	–	–	^*		–	^*	–	–	–	–	–	–
SE Asian Am	—	–	^*	–		^*	^*	–	–	^*	^*	–
SE Asian imm	^*	^*	^*	^*	^*		^*	^*	^*	^*	^*	^*
White Latinx Am	–	–	^*	–	–	^*		–	–	^*	^*	–
White Latinx imm	–	–	^*	–	–	^*	–		–	–	–	–
NW Latinx Am	–	–	^*	–	–	^*	–	–		–	–	–
NW Latinx imm	–	–	^*	–	–	^*	–	–	–		^*	–
Black Am	^*	^*	^*	^*	^*	^*	^*	^*	^*	^*		–
Black imm	–	–	^*	–	^*	^*	^*	–	–	^*	^*

ECLS-K 98–99, N ≈ 12,610. Significant differences between subgroups controlling for student background, teacher/school characteristics, and prior math performance (Model 4) noted to the left of the diagonal cells. Significant differences controlling for student background, teacher/school characteristics, prior math performance, and math gains in first grade (Model 5) noted to the right of the diagonal cells

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