Table 3.

Latent Growth Models for the Timing of Language Proficiency as a Predictor of Behavioral and Cognitive Outcomes for English Language Learners from Kindergarten to 5^th and 8^th Grade, Controlling for Child, Family, School, Teacher, and Classroom Characteristics^a

	Elementary School Behavioral Outcomesb						Elementary School Cognitive Outcomesb
	Externalizing  Behaviors		Self-Control		Approaches to  Learning		Math IRT Score		Reading IRT Score
	Beta	SE	Beta	SE	Beta	SE	Beta	SE	Beta	SE
Intercept, N = 2,670
Proficiency Status
Proficient at kindergarten entry	ref.	ref.	ref.	ref.	ref.	ref.	ref.	ref.	ref.	ref.
Proficient by spring of first grade	0.05	0.03	−0.04	0.03	−0.08	0.03 *	−2.65	0.32 **	−3.54	0.62 **
Not English proficient by spring of first grade	0.08	0.04	−0.05	0.04	−0.24	0.04 **	−2.40	0.40 **	−30.19	3.78 **
Slope, N = 2,670
Proficiency Status
Proficient at kindergarten entry	ref.	ref.	ref.	ref.	ref.	ref.	ref.	ref.	ref.	ref.
Proficient by spring of first grade	−0.04	0.01 *	0.02	0.01	0.03	0.02	−0.31	0.19	−1.27	0.32 **
Not English proficient by spring of first grade	−0.01	0.02	−0.04	0.02	0.04	0.03	−2.29	0.29 **	3.46	1.24 *

SE = Standard Error

^*p<.01

^**p<.001

Note:

^aThis table does not report coefficients of covariates other than differences among language proficiency groups. However, all covariates noted in Table 2 were included in these models.

^bElementary School Behavioral Outcomes are measured until 5^th grade, whereas the Elementary School Cognitive Outcomes are measured until 8^th grade.

Source: Early Childhood Longitudinal Study - Kindergarten Cohort 1998-1999 (ECLS-K)