TABLE 3.
Means and Proportions Describing Differences by Learning Disability Status and Socioeconomic Status in Study Covariates
| Learning disability |
Socioeconomic status |
|||||
|---|---|---|---|---|---|---|
| No | Yes | Lower | Higher | |||
| Outcomes reflecting prior opportunities to learn | ||||||
| Level of eighth-grade math: | ||||||
| Lower than algebra I | 0.59 | 0.80 | ** | 0.71 | 0.55 | *** |
| Algebra I (ref) | 0.36 | 0.18 | — | 0.27 | 0.40 | — |
| Higher than algebra I | 0.04 | 0.02 | 0.02 | 0.05 | *** | |
| Eighth-grade math grade point average | 3.04 | 2.57 | *** | 2.73 | 3.18 | *** |
| Enrolled in core eighth-grade science | 0.05 | 0.04 | 0.04 | 0.05 | + | |
| Eighth-grade science grade point average | 3.16 | 2.44 | *** | 2.80 | 3.30 | *** |
| Ninth-grade math test score | 0.12 | −0.73 | *** | −0.33 | 0.29 | *** |
| Adolescent’s educational attitudes | ||||||
| Adolescent’s educational expectations: | ||||||
| High school or less (ref) | 0.15 | 0.42 | — | 0.26 | 0.11 | — |
| Some college | 0.09 | 0.13 | *** | 0.12 | 0.07 | ** |
| Bachelor’s degree | 0.22 | 0.15 | *** | 0.20 | 0.23 | *** |
| Master’s degree | 0.28 | 0.18 | *** | 0.22 | 0.30 | *** |
| Higher than master’s | 0.26 | 0.12 | *** | 0.20 | 0.28 | *** |
| Adolescent’s math interest | 0.02 | −0.13 | * | −0.08 | 0.06 | *** |
| Adolescent’s math self-efficacy | 0.04 | −0.29 | + | −0.12 | 0.09 | *** |
| Adolescent’s math identity | 0.02 | −0.20 | ** | −0.13 | 0.08 | *** |
| Adolescent’s math utility value | 0.01 | 0.08 | 0.10 | −0.03 | *** | |
| Adolescent’s STEM attainment value | 0.07 | −0.19 | *** | −0.02 | 0.10 | ** |
| Adolescent expects a STEM occupation | 0.34 | 0.21 | *** | 0.30 | 0.35 | ** |
| High school context | ||||||
| High school type: | ||||||
| Public (ref) | 0.92 | 0.96 | — | 0.98 | 0.88 | — |
| Catholic | 0.04 | 0.02 | ** | 0.01 | 0.06 | *** |
| Other private | 0.04 | 0.02 | * | 0.01 | 0.06 | *** |
| High school urbanicity: | *** | |||||
| City (ref) | 0.31 | 0.32 | — | 0.37 | 0.28 | — |
| Suburb | 0.34 | 0.37 | 0.29 | 0.38 | *** | |
| Town | 0.11 | 0.10 | 0.13 | 0.10 | ||
| Rural | 0.23 | 0.20 | 0.21 | 0.24 | ** | |
| High school region: | ||||||
| Northeast (ref) | 0.18 | 0.18 | — | 0.16 | 0.19 | — |
| Midwest | 0.21 | 0.20 | 0.18 | 0.23 | ||
| South | 0.37 | 0.41 | 0.39 | 0.36 | ||
| West | 0.24 | 0.21 | + | 0.27 | 0.22 | + |
| Percentage of students eligible for free lunch | 38.19 | 48.00 | ** | 50.92 | 31.94 | *** |
| Percentage of students Black | 15.13 | 18.74 | 19.11 | 13.21 | *** | |
| Percentage of students Hispanic | 19.29 | 24.29 | * | 26.43 | 15.74 | *** |
| Percentage of students Asian/Pacific Islander | 4.51 | 3.09 | 4.11 | 4.61 | + | |
| High school offers algebra II | 0.95 | 0.94 | 0.94 | 0.95 | ||
| High school offers advanced math | 0.86 | 0.85 | 0.84 | 0.88 | * | |
| High school offers calculus | 0.81 | 0.80 | 0.79 | 0.82 | ||
| High school offers advanced placement/international baccalaureate math | 0.90 | 0.89 | 0.88 | 0.90 | ||
| Family characteristics | ||||||
| Not born in United States | 0.09 | 0.08 | 0.13 | 0.06 | *** | |
| Native language is not English | 0.21 | 0.26 | 0.35 | 0.13 | *** | |
| Parents’ educational expectations for adolescent: | ||||||
| High school or less (ref) | 0.07 | 0.23 | — | 0.14 | 0.05 | — |
| Some college | 0.10 | 0.18 | * | 0.15 | 0.09 | *** |
| Bachelor’s degree | 0.34 | 0.33 | *** | 0.30 | 0.36 | *** |
| Master’s degree | 0.23 | 0.15 | *** | 0.17 | 0.26 | *** |
| Higher than master’s | 0.25 | 0.11 | *** | 0.23 | 0.24 | *** |
Source. U.S. Department of Education, National Center for Education Statistics, “The High School Longitudinal Study of 2009.”
Note. Means and proportions are adjusted to be population estimates. Lower socioeconomic status (SES) includes adolescents whose family SES is in the bottom two quintiles, whereas higher SES includes adolescents with family SES in the third through fifth quintiles. STEM = science, technology, engineering, and math.
***
p<0.001.
**
p<0.01.
*
p<0.05.
+
p<0.10.