Table 3.

Effect of Attending a Combined School on Kindergarten Outcomes

	Log (BMI) (1)	Obese (2)	Reading Score (3)	Math Score (4)	Externalizing BP Score (5)	Internalizing BP Score (6)	Self Control Score (7)	Interpersonal Skills Score (8)	Parent Involvement (9)
Combined school attendance	0.002	−0.004	−0.401	−0.333	0.028	0.019	−0.005	0.001	0.151
	[0.003]	[0.010]	[0.376]	[0.310]	[0.023]	[0.021]	[0.027]	[0.026]	[0.364]
Observations	9380	9380	7910	8400	9050	9000	9020	9000	8250
Mean(std dev) of dept var	16.4(2.2)	0.12	30.1(10.0)	23.6(9.0)	1.6(0.6)	1.5(0.5)	3.2(0.6)	3.2(0.6)	34.4 (11.2)

Notes: Each estimate represents a separate regression. Other covariates in the models include age, male, age*male, race/ethnicity, kindergarten BMI (not in model in Columns 1 and 2), mother’s education, income, private school dummy, categories for percent minority in school and school enrollment, and state and urbanicity dummies. Robust standard errors clustered at school level are shown in brackets. For reading, math, self control, and interpersonal skills, higher skills indicate better outcomes. For externalizing and internalizing behavior problems, higher scores indicate worse outcomes. Parent involvement is measured as the sum of the number of times/week that the parent engages in 9 activities with the child (e.g. reading books, talk about nature, do science projects, tell stories).

⁺significant at 10%;

^*significant at 5%;

^**significant at 1%.