Table 3.

Partial Results of Multilevel Models Predicting Change in Test Scores Between Kindergarten and First Grade

	Math b (β)			Reading b (β)
Variable	Model 1	Model 2	Model 3	Model 1	Model 2	Model 3
Family economic disadvantage	−0.81***(−.09)	−0.64***(−.07)	−0.37***(−.04)	−1.44***(−.13)	−1.23***(−.11)	−0.88***(−.08)
Kindergarten math test score	0.06***(.07)	.05***(.06)	0.01(.01)	0.14***(.14)	0.13***(.13)	0.10***(.10)
Family socialization factors
Parenting stress	–	–	−0.46*(−.02)	–	–	–
Parent depression	–	–	–	–	–	−0.81**(−.03)
Child externalizing problems	–	–	−0.75***(−.05)	–	–	−1.48***(−.07)
Child internalizing problems	–	–	−1.48***(−.07)	–	–	−1.39***(−.05)
Organized activities	–	–	0.22*(.03)	–	–	0.29*(.03)
School-based parental involvement	–	–	0.15**(.03)	–	–	–
Cognitively stimulating materials	–	–	0.78***(.07)	–	–	0.95***(.07)
Rules and routines	–	–	–	–	–	0.34***(.04)

Note. Models 2 and 3 controlled for family material hardship (food insecurity, residential instability, inadequacy of medical care, months of financial hardship), age, gender, race/ethnicity, immigration status, prekindergarten child care arrangement, maternal employment status, and assessment language.

N = 17,401.

^*p< .05.

^**p< .01.

^***p< .001.