Table 3.
School outcomes by socio-demographics and pubertal status.
| School Outcome | Overall | Female vs. Male |
6th–8th vs. 4th–5th grade |
Lower Income (<$40,000) vs Higher Income ($40,000+) |
Black vs. White |
Low Maternal Education vs College Degree or Higher |
Puberty Complete vs. Not Complete |
|---|---|---|---|---|---|---|---|
| Mean (range) |
Difference in means, (p-value) | ||||||
| Days absent during school year |
9.7 (0–73) |
2.7 (<0.001) |
−1.4 (0.002) |
2.5 (<0.001) |
1.4 (<0.001) |
||
| Teacher Connectedness | 4.02 (1–5) |
0.07 (0.012) |
−0.12 (0.008) |
−0.08 (0.031) |
−0.09 (<0.001) |
||
| Student Engagement | 2.84 (1–5) |
0.31 (<0.001) |
−0.27 (<0.001) |
0.14 (0.003) |
−0.13 (<0.001) |
||
| Grade Point Average | 2.91 (0–4) |
0.31 (<0.001) |
−0.22 (0.005) |
−0.44 (<0.001) |
−0.41 (<0.001) |
−0.40 (<0.001) |
−0.12 (<0.001) |
| State Standardized Achievement Test |
101.6 (5.6–178.1) |
2.7 (<0.001) |
Not applicable |
−9.8 (<0.001) |
−11.7 (<0.001) |
−8.6 (<0.001) |
|
(1) Linear mixed effects models with random intercepts for children nested within schools and an AR(1) correlation structure were used to estimate differences in means and associated p-values. The p-value estimates were comparable between mixed effects and marginal models.
(2) Positive values indicate that the first group had a higher level of the learning asset or academic achievement outcome, and vice versa.