TABLE 8.
All Coefficients and Standard Errors From Linear Probability Model Predicting Ninth-Grade Math Course Is Higher Than Normative, Adjusted by All Covariates
| B | (SE) | ||
|---|---|---|---|
| Learning disability | −0.04 | + | (0.02) |
| Race (ref=White): | — | ||
| Latinx | −0.03 | + | (0.02) |
| Black | −0.01 | (0.02) | |
| Asian | 0.05 | * | (0.03) |
| Learning disability × race (ref=White): | |||
| Latinx | 0.01 | (0.05) | |
| Black | 0.01 | (0.07) | |
| Asian | −0.10 | (0.08) | |
| SES | 0.03 | *** | (0.01) |
| Learning disability × SES | −0.01 | (0.02) | |
| SES × race (ref=White): | |||
| Latinx | −0.02 | (0.01) | |
| Black | −0.01 | (0.02) | |
| Asian | −0.01 | (0.02) | |
| Learning disability × SES × race | |||
| Latinx | −0.03 | (0.04) | |
| Black | −0.09 | (0.08) | |
| Asian | 0.02 | (0.08) | |
| Outcomes reflecting prior opportunities to learn | |||
| Level of eighth-grade math: | −0.44 | *** | (0.02) |
| Lower than algebra I | |||
| Algebra I (ref) | |||
| Higher than algebra I | 0.06 | * | (0.02) |
| Eighth-grade math grade point average | 0.03 | ** | (0.01) |
| Enrolled in core eighth-grade science | 0.04 | (0.02) | |
| Eighth-grade science grade point average | 0.03 | *** | (0.01) |
| Ninth-grade math test score | 0.08 | *** | (0.01) |
| Adolescent’s educational attitudes | |||
| Adolescent’s educational expectations: | |||
| High school or less (ref) | |||
| Some college | 0.00 | (0.02) | |
| Bachelor’s degree | −0.01 | (0.02) | |
| Master’s degree | −0.01 | (0.02) | |
| Higher than master’s | 0.01 | (0.02) | |
| Adolescent’s math interest | 0.04 | *** | (0.01) |
| Adolescent’s math self-efficacy | −0.04 | *** | (0.01) |
| Adolescent’s math identity | 0.01 | + | (0.01) |
| Adolescent’s math utility value | −0.03 | *** | (0.01) |
| Adolescent’s STEM attainment value | 0.01 | (0.01) | |
| Adolescent expects a STEM occupation | 0.01 | (0.01) | |
| High school context | |||
| High school type: | |||
| Public (ref) | |||
| Catholic | −0.22 | *** | (0.03) |
| Other private | −0.02 | (0.04) | |
| High school urbanicity: | |||
| City (ref) | |||
| Suburb | 0.02 | (0.02) | |
| Town | 0.07 | + | (0.04) |
| Rural | 0.00 | (0.02) | |
| High school region: | |||
| Northeast (ref) | |||
| Midwest | −0.03 | (0.03) | |
| South | 0.03 | (0.03) | |
| West | 0.02 | (0.03) | |
| Percentage of students eligible for free lunch | 0.00 | (0.00) | |
| Percentage of students Black | 0.00 | (0.00) | |
| Percentage of students Hispanic | 0.00 | (0.00) | |
| Percentage of students Asian/Pacific Islander | 0.00 | (0.00) | |
| High school offers algebra II | −0.11 | + | (0.07) |
| High school offers advanced math | 0.01 | (0.02) | |
| High school offers calculus | −0.03 | (0.03) | |
| High school offers advanced placement/international baccalaureate math | 0.01 | (0.03) | |
| Family characteristics | |||
| Not born in United States | 0.02 | (0.02) | |
| Native language is not English | 0.01 | (0.02) | |
| Parents’ educational expectations for adolescent: | |||
| High school or less (ref) | — | ||
| Some college | −0.04 | (0.03) | |
| Bachelor’s degree | −0.01 | (0.02) | |
| Master’s degree | 0.00 | (0.02) | |
| Higher than master’s | 0.02 | (0.03) | |
| Constant | 0.57 | *** | (0.09) |
Source. U.S. Department of Education, National Center for Education Statistics, “The High School Longitudinal Study of 2009.”
Note. SE = standard error; SES = socioeconomic status; STEM = science, technology, engineering, and math.
***
p<0.001.
**
p<0.01.
*
p<0.05.
+
p<0.10.