TABLE 5.
Disability-Related Inequities in the Transition to High School? Linear Probability Models Predicting Ninth Graders’ Math Course Is Higher Than Normative
| Model 1 | Model 2 | Model 3 | |||||||
|---|---|---|---|---|---|---|---|---|---|
| Unadjusted |
Adjusted by covariates |
Adjusted by propensity score weight |
|||||||
| B | (SE) | B | (SE) | B | (SE) | ||||
| Learning disability | −0.20 | *** | (0.03) | −0.04 | + | (0.02) | −0.07 | (0.06) | |
| Race (ref=White): | — | — | — | ||||||
| Latinx | −0.06 | * | (0.03) | −0.03 | + | (0.02) | −0.04 | (0.08) | |
| Black | −0.09 | ** | (0.03) | −0.01 | (0.02) | −0.06 | (0.09) | ||
| Asian | 0.21 | *** | (0.03) | 0.05 | * | (0.03) | 0.22 | + | (0.12) |
| Learning disability × race (ref=White): | |||||||||
| Latinx | −0.03 | (0.05) | 0.01 | (0.05) | −0.09 | (0.11) | |||
| Black | 0.04 | (0.08) | 0.01 | (0.07) | −0.05 | (0.19) | |||
| Asian | −0.20 | (0.15) | −0.10 | (0.08) | −0.24 | (0.24) | |||
| SES | 0.13 | *** | (0.01) | 0.03 | *** | (0.01) | 0.12 | *** | (0.03) |
| Learning disability × SES | −0.04 | (0.03) | −0.01 | (0.02) | 0.05 | (0.05) | |||
| SES × race (ref=White): | |||||||||
| Latinx | −0.06 | ** | (0.02) | −0.02 | (0.01) | −0.03 | (0.06) | ||
| Black | −0.05 | * | (0.02) | −0.01 | (0.02) | −0.01 | (0.07) | ||
| Asian | −0.03 | (0.03) | −0.01 | (0.02) | −0.03 | (0.11) | |||
| Learning disability × SES × Race (ref=White): | |||||||||
| Latinx | −0.04 | (0.05) | −0.03 | (0.04) | −0.13 | (0.10) | |||
| Black | −0.08 | (0.09) | −0.09 | (0.08) | −0.18 | (0.18) | |||
| Asian | 0.02 | (0.12) | 0.02 | (0.08) | −0.03 | (0.14) | |||
| Constant | 0.40 | *** | (0.01) | 0.57 | *** | (0.09) | 0.40 | *** | (0.01) |
| Adolescents (n) | 15,540 | 15,540 | 15,540 | ||||||
Source. U.S. Department of Education, National Center for Education Statistics, “The High School Longitudinal Study of 2009.”
Note. Coefficients and standard errors for all covariates in Model 2 are available in Table 8. SES = socioeconomic status.
***
p<0.001.
**
p<0.01.
*
p<0.05.
+
p<0.10.