Table 1.

Means, Standard Deviations, and Correlations for all Measures Used in the Growth Models

Variable	M	SD	Correlations
			1	2	3	4	5	6	7	8	9	10	11
Low-complexity word problems
1. Grade 3 Fall	27	22.2	—
2. Grade 3 Spring	39	28.2	.66	—
3. Grade 4 Spring	57	27.9	.59	.73	—
4. Grade 5 Spring	64	26.8	.56	.68	.77	—
High-complexity word problems
5. Grade 3 Fall	11	16.7	.53	.46	.42	.41	—
6. Grade 3 Spring	26	22.6	.50	.59	.51	.46	.45	—
7. Grade 4 Spring	42	29.1	.52	.58	.63	.60	.44	.53	—
8. Grade 5 Spring	50	29.9	.49	.57	.61	.62	.42	.47	.62	—
Achievement, cognitive, and behavioral measures
9. Computation	8.16	3.40	.47	.42	.40	.42	.29	.35	.35	.32	—
10. Nonverbal reasoning	50.31	11.11	.34	.41	.43	.44	.27	.39	.35	.36	.26	—
11. Language	47.57	9.77	.43	.49	.47	.47	.42	.45	.40	.49	.25	.32	—
12. Attentive Behavior	2.21	12.19	.34	.45	.46	.42	.35	.33	.47	.49	.38	.22	.40

Note. For the word-problem measures, scores are percent correct of 19 (low-complexity) and 20 (high-complexity) points. For Computation, the score represents the number of problems solved in 1 min (average of three tests of single-digit addition, subtraction, and mix of single-digit and algorithmic computations). Nonverbal reasoning and Language scores are T-scores. For Attentive Behavior, 0 represents a teacher rating of average attentive behavior (range = −27 to 27); a higher score means the student is more attentive. All correlations are significant (p < .05).