Table 5.

Selected Results from Linear Models Predicting Two Stages of the Math Career in Subsample with Lower than Average Status in Math at Prior Stage

	B (β) for Initial Math Level			B (β) for Final Math Credits
	1	2	3	1	2	3
Family SES	.27**	.23*	.73*	.15*	.10	−.19
	(.10)	(.08)	(.26)	(.09)	(.06)	(−.12)
Information Factorsa
Parent discussion of coursework		.31***	.29+		.25***	.29***
		(.08)	(.08)		(.12)	(.13)
Number coursework consultants		.01	−.09		.30***	.30***
		(.00)	(−.06)		(.20)	(.20)
Teacher encouragement of more coursework					.08+	.09+
					(.05)	(.06)
Family x Information Interactions
SES x parent discussion			−.03			.12
			(−.02)			(.14)
SES x consultants			−.15**			−.02
			(−.18)			(−.02)
SES x teacher encouragement						.03
						(.04)
Intercept	1.65	1.03	1.40	5.18***	3.71***	3.64***
	(.84)	(.53)	(.71)	(3.99)	(2.88)	(2.83)
R2	.20	.21	.22	.48	.52	.52

⁺p < .10;

^*p < .05;

^**p < .01;

^***p < .001

n = 2,459 (initial level models), 2,573 (final credit models)

Note.—All models controlled for 8^th grade math test score, 8^th grade Algebra I enrollment, gender, age, race/ethnicity, and 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 models also controlled for middle school sector, urbanicity, region, and region. The final credit models controlled for high school sector, urbanicity, and region as well as initial high school math course-level.

^aInformation factors measured in 8^th grade for initial level models and in 10^th grade for final credit models.