Table 3:

Planned contrasts between estimates from the three school years (kindergarten, first grade, and second grade) versus the two summers (summer after kindergarten and summer after first grade; ECLS-K 2011).

		Without teacher fixed effects		With teacher fixed effects
Outcome	Contrast	Unstandardized (1)	Standardized (2)	Unstandardized (3)	Standardized (4)
Approaches	Female-male	0.01	0.011	0.009	0.01
		(0.008)	(0.011)	(0.008)	(0.011)
	Black-white	−0.029†	−0.046†	−0.032	−0.043
		(0.014)	(0.020)	(0.019)	(0.028)
	High SES-low SES	−0.003	−0.013	0.012	0.012
		(0.013)	(0.019)	(0.016)	(0.023)
Externalizing	Female-male	0.005	−0.001	0.003	−0.003
		(0.007)	(0.011)	(0.007)	(0.012)
	Black-white	−0.008	−0.001	−0.013	−0.012
		(0.013)	(0.020)	(0.018)	(0.028)
	High SES-low SES	0.026†	0.039†	0.008	0.01
		(0.012)	(0.019)	(0.014)	(0.023)
Internalizing	Female-male	0.003	0.007	0.014†	0.028
		(0.007)	(0.013)	(0.007)	(0.013)
	Black-white	−0.012	−0.035	−0.022	−0.046
		(0.012)	(0.025)	(0.017)	(0.033)
	High SES-low SES	−0.005	−0.013	−0.006	−0.011
		(0.005)	(0.024)	(0.014)	(0.027)
Interpersonal	Female-male	0.014*	0.012	0.019†	0.02
		(0.008)	(0.012)	(0.008)	(0.012)
	Black-white	−0.022	−0.034	−0.008	−0.004
		(0.015)	(0.023)	(0.020)	(0.030)
	High SES-low SES	−0.011	−0.03	−0.021	−0.042
		(0.014)	(0.022)	(0.016)	(0.025)
Self-Control	Female-male	−0.01	−0.022	0.002	−0.002
		(0.008)	(0.012)	(0.008)	(0.012)
	Black-white	−0.005	−0.002	0.016	0.034
		(0.014)	(0.023)	(0.019)	(0.030)
	High SES-low SES	0.006	0.004	−0.007	−0.017
		(0.014)	(0.022)	(0.016)	(0.025)

Standard errors are in parentheses.

^∗p < 0.10,

^†p < 0.05