TABLE 9.

Sensitivity Analyses to Assess Inclusion of No-Math in Reference Category of Dependent Variable—Linear Probability Models Predicting No Ninth-Grade Math Course

	Model 1			Model 3			Model 3
	B		(SE)	B		(SE)	B		(SE)
Race:
White (ref)	—			—			—
Latinx	0.06	***	(0.01)	0.04	**	(0.01)	0.01		(0.01)
Black	0.04	**	(0.01)	0.02		(0.01)	−0.01		(0.01)
Asian	−0.01		(0.01)	0.00		(0.01)	0.02	+	(0.01)
Not born in United States				−0.01		(0.02)	−0.01		(0.02)
Native language is not English				−0.01		(0.02)	−0.01		(0.01)
Socioeconomic status				−0.03	***	(0.00)	−0.01	**	(0.00)
Level of eighth-grade math:
Lower than algebra I							−0.01		(0.01)
Algebra I (ref)							—
Higher than algebra I							0.02	*	(0.01)
Eighth-grade math grade point average							−0.03	***	(0.01)
Enrolled in core eighth-grade science							−0.01		(0.01)
Eighth-grade science grade point average							−0.02	***	(0.00)
Ninth-grade math test score							−0.02	***	(0.00)
High school type:
Public (ref)							—
Catholic							0.00		(0.01)
Other private							0.00		(0.01)
High school urbanicity:
City (ref)							—
Suburb							0.00		(0.01)
Town							0.01		(0.01)
Rural							0.01		(0.01)
High school region:
Northeast (ref)							—
Midwest							−0.02	***	(0.01)
South							−0.02	*	(0.01)
West							−0.01		(0.01)
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)
Constant	0.03	***	(0.00)	0.04	***	(0.00)	0.21	***	(0.02)

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

^***p<0.001.

^**p<0.01.

^*p<0.05.

⁺p<0.10.