Table 4.

Selected Results from Models Including Gender Interactions

	Unstandardized B (Standardized β)
	Initial Math Level	Final Math Credits
Gender (female)	.23	−.14+
	(.06)	(−.06)
Family SES	.73***	.49***
	(.29)	(.34)
Math test score in 8th grade	.06***	---
	(.36)
Initial high school math level	---	.14***
		(.25)
Female x SES	.11	−.25*
	(.03)	(.12)
Female x prior math	−.01	.03+
	(−.04)	(.06)
SES x prior math	−.02***	−.08***
	(−.22)	(−.22)
Female x SES x prior math	.00	.05*
	(.00)	(.10)
Intercept	5.89***	4.11***
	(3.00)	(3.68)
R2	.36	.40

⁺p < .10;

^*p < .05;

^**p < .01;

^***p < .001

n = 14,915 (all models)

Note.—All models also controlled for 8^th grade Algebra I enrollment, age, race/ethnicity, family structure as well as several high school variables (policy on ability grouping, number of math classes offered, number of math teachers on staff, school size, counselor influence on course placement, teacher influence on course placement, parent influence on course placement, test score influence on course placement, proportion of students with college-educated parents). The initial level model also controlled for middle school sector, urbanicity, region, and region. The final credit model controlled for high school sector, urbanicity, and region as well as the 8^th grade math test score.