. Author manuscript; available in PMC: 2024 Mar 8.

Published in final edited form as: AERA Open. 2023 Jul 25;9:10.1177/23328584231186612. doi: 10.1177/23328584231186612

TABLE 10.

Sensitivity Analyses to Assess Inclusion of No-Math in Reference Category of Dependent Variable—Multiple Marginalization or Increased Liability? Predicted Probability Ninth Graders’ Math Course Is Higher Than Normative at the Intersection of Adolescents’ Learning Disability Status, Socioeconomic Status, and Race

		No-math included			No-math excluded
		No disability	Learning disability	Diff.^a	No disability	Learning disability	Diff.^a	Method diff.^b
−1 SD	White	0.27	0.11	−0.16	0.28	0.12	−0.16	0.00
Average SES		0.40	0.20	−0.20	0.41	0.21	−0.20	0.00
+1 SD		0.53	0.29	−0.24	0.54	0.30	−0.24	0.00
−1 SD	Latinx	0.26	0.11	−0.15	0.29	0.14	−0.15	0.00
Average SES		0.34	0.11	−0.23	0.36	0.13	−0.23	0.00
+1 SD		0.42	0.10	−0.31	0.43	0.12	−0.31	0.01
−1 SD	Black	0.22	0.18	−0.04	0.24	0.22	−0.02	0.02
Average SES		0.31	0.15	−0.16	0.32	0.16	−0.16	0.00
+1 SD		0.39	0.11	−0.28	0.40	0.10	−0.30	−0.02
−1 SD	Asian	0.50	0.13	−0.37	0.53	0.13	−0.40	−0.02
Average SES		0.61	0.21	−0.40	0.63	0.21	−0.41	−0.02
+1 SD		0.72	0.29	−0.42	0.72	0.29	−0.43	−0.01

Source. U.S. Department of Education, National Center for Education Statistics, “The High School Longitudinal Study of 2009.”

Note. Diff. = difference; SD = standard deviation; SES = socioeconomic status.

The difference in the predicted probability of a higher than normative ninth-grade math class for youth with and without a learning disability within each race-SES group.

The difference in the relationship between a learning disability and math course placement (“Diff.”) in estimates that do and do not include ninth graders not in a math class (respectively, the left and right sides of the table).