Table 3. Results of Multi-Level Models Predicting Early High School Math Coursework (n = 15, 876).
| Unstandardized b Coefficients (SE) | |||
|---|---|---|---|
| 1 | 2 | 3 d | |
| Focal Adolescent Group | |||
| Low-income a | -.22*** (.03) |
-.11*** (.03) |
-.05 (.03) |
| ELL | -.66*** (.10) |
-.41*** (.09) |
-.45*** (.10) |
| Family/School Connections | |||
| Triangulation b | .23*** (.05) |
.14** (.05) |
.11* (.05) |
| Middle school as bridge | .40*** (.08) |
.28*** (.07) |
.26*** (.07) |
| Family as bridge | .16 (.10) |
.03 (.09) |
.04 (.09) |
| High school as bridge | .13** (.05) |
.10* (.04) |
.11* (.05) |
| Sociodemographic Characteristics | |||
| Gender (female) | .12*** (.03) |
.15*** (.02) |
.18*** (.02) |
| Age (years) | -.39*** (.02) |
-.19*** (.02) |
-.17*** (.02) |
| African-American c | -.20*** (.05) |
-.09 (.05) |
.05 (.05) |
| Latino/a | -.13* (.05) |
-.08 (.05) |
.11* (.05) |
| Asian-American | .31*** (.08) |
.26*** (.07) |
.42*** (.07) |
| Other race/ethnicity | -.30* (.13) |
-.11 (.12) |
-.09 (.13) |
| Parent education | .27*** (.01) |
.10*** (.01) |
.02* (.01) |
| Family structure (two-parent) | .23*** (.03) |
.16*** (.03) |
.12*** (.03) |
| First generation immigration status | .33*** (.08) |
.16* (.07) |
.13 (.07) |
| Second generation immigration status | -.02 (.05) |
-.12* (.05) |
-.17*** (.05) |
| Prior Academic Performance | |||
| Advanced math program (middle school) | --- | .31*** (.03) |
.30*** (.03) |
| Algebra I enrollment (middle school) | --- | .41*** (.03) |
.39*** (.03) |
| Math test score (middle school) | --- | .05*** (.00) |
.04*** (.00) |
| Intercept | 8.23*** | 3.98*** | 3.25*** |
| Δ 2 LL | -987 e | -2995 | -1339 |
*
p < .05.
**
p < .01.
***
p < .001.
Note: All models controlled for school type, sector, location, and region.
a
Category for those missing income information also included in analyses.
b
Disengaged was reference for family-school connections; set of dummy variables also contained a catch-all category.
c
White was reference for race/ethnicity, third-plus generation for immigration status.
d
Model 3 added propensity scores cataloging probability of inclusion in each family-school category (including catch-all category).
e
Fit statistic for Model 1 relative to a baseline model containing low-income, ELL, and the family-school connection dummy variables only.