. Author manuscript; available in PMC: 2010 Jun 22.

Published in final edited form as: Am J Educ (Chic Ill). 2006 Nov 1;113(1):101–122. doi: 10.1086/506495

TABLE 3.

Predicting Highest Math Course Taken by the End of High School: Regression Coefficients from HLM

	MALES		FEMALES
	Model 1	Model 2	Model 3	Model 4
Student background:
African American	−.142	−.054	−.134	−.054
Latino	.044	.095	−.102	.030
Asian	.692^***	.463^**	.849^***	.602^***
Parent education level	.292^***	.262^***	.220^***	.172^***
Family income	.062	.024	.044	.059
Intact family	.365^***	.280^***	.309^***	.154^**
Initial math course position:
Algebra I or higher (ninth grade)	2.41^***	2.31^***	2.11^***	2.07^***
African American × Algebra I	−.767^**	−.734^***	−.223	−.113
Latino × Algebra I	−.925^***	−.731^***	−.297	−.151
Asian × Algebra I	−.503	−.645	−.395	.025
Academic performance:
Failure in ninth-grade math course		−.643^***		−.763^***
African American × failure		−.055		.559^**
Latino × failure		.081		.330
Asian × failure		−.143		.399
High grade in ninth-grade math course^a		.827^***		.913^***
African American × high grade		−.363		−.047
Latino × failure × high grade		−.355		−.103
Asian × high grade		.206		−.110
Intercept (U0)	3.10^***	3.186^***	3.91^***	3.75^***

NOTE.—N = 3,408 for males and 3,693 for females, with level 2, N= 69, public high schools.

High grade = A or B; contrast category = C or D.

^**

p < .01

^***

p < .001