Table 4.

Longitudinal Effects of Task Accuracy and Teacher Support on Academic Outcomes (N = 761)

		Reading W2					Mathematics W2
		B	SE B	β	R2	ΔR2	B	SE B	β	R2	ΔR2
Step 1	Economic Adversity	−1.82	2.76	−.03			−5.10	2.63	−.07
	Age	−0.19	3.73	.00			−0.19	3.38	.00
	IQ	0.08	0.07	.05			0.17	0.08	.10*
	Sex	−1.48	2.36	−.02			0.77	2.26	.01
	Ethnicity	−2.82	2.85	−.03			1.66	2.80	.02
	Task Accuracy W1 Baseline	−0.23	0.92	−.01	.043		−0.20	0.82	−.01	.051
Step 2	Reading W1	0.40	0.08	.27*	.103	.060*
	Mathematics W1						0.30	0.08	.19*	.077	.026*
Step 3	Task Accuracy W1	1.11	0.97	.05	.104	.001	0.86	0.90	.04	.078	.001
Step 4	Teacher Support W1	1.37	1.90	.03	.105	.001	0.48	1.68	.01	.078	.000
Step 5	Interaction	−1.74	0.66	−.06*	.108	.003*	−1.37	0.65	−.05*	.080	.002*

Note. W1 = First assessment (first grade); W2 = Second assessment (1 year after W1). For simplicity, all regression coefficients (i.e., B, SE of B, and β) are from Step 5 analysis and based on the full information maximum likelihood (FIML) procedure using the maximum likelihood estimator. Sex: 0 = female, 1 = male; Ethnicity: 0 = non-African American, 1 = African American.

^*p < .05.