Table 1.
Means, Standard Deviations, and Descriptions for Variables used in this Study
| Variable | Description | Metric | Means (SD) | Data | |
|---|---|---|---|---|---|
| Whites | Blacks | ||||
| Educational Outcomes (CDS-II): Each of the following subscales are from the Woodcock-Johnson Achievement Test | |||||
| Reading | Summation of the Letter-Word and Passage Comprehension scores. | 0 – 193 | 108.98 (18.79) | 93.29 (17.48) | CDS-II |
| Math | Summation of the Calculation and Applied Problems scores. | 49 – 171 | 108.51 (15.28) | 95.23 (13.74) | CDS-II |
| Parents’ Philosophy toward Inadequate Performance | |||||
| If (child) brought home a report card with grades or progress lower than expected, would you be likely to: | |||||
| Punitive | |||||
| Mild | Punish or limit or reduce (child’s) non-school activities. | 0 = Not very likely 1 = Very likely |
.27 | .39 | CDS-I |
| Acute | Both punish and limit (child’s) non-school activities. | 0 = Not very likely 1 = Very likely |
.02 | .23 | CDS-I |
| Non-Punitive | |||||
| Contact | Contact (child’s) teacher or principal. | 0 = Not very likely 1 = Very likely |
.10 | .05 | CDS-I |
| Help | Spend more time helping (child) with homework. | 0 = Not very likely 1 = Very likely |
.18 | .13 | CDS-I |
| Contact & Help | Both contact and help. | 0 = Not very likely 1 = Very likely |
.33 | .12 | CDS-I |
| Monitor/Encourage | Keep a close eye on (child’s) activities and/or tell child to spend more time on schoolwork. | 0 = Not very likely 1 = Very likely |
.06 | .04 | CDS-I |
| Other | None of the above responses. | 0 = Not very likely 1 = Very likely |
.04 | .04 | CDS-I |
| Parents’ Response to Inadequate Performance | |||||
| When (child) did poorly in school, how often did you do the following things?: | |||||
| Threat | Threaten to physically punish or spank child? | 0 = ~Frequently or Always 1 = Frequently or Always |
.06 | .27 | MADICS |
| Take Privilege | Take privileges away from child? | 0 = ~Frequently or Always 1 = Frequently or Always |
.31 | .57 | MADICS |
| Ground | Ground child? | 0 = ~Frequently or Always 1 = Frequently or Always |
.20 | .50 | MADICS |
| Yell | Yell at child? | 0 = ~Frequently or Always 1 = Frequently or Always |
.18 | .31 | MADICS |
| Physically Punish | Physically punish or spank child? | 0 = ~Frequently or Always 1 = Frequently or Always |
.01 | .10 | MADICS |
| Background Factors | |||||
| Parents’. Education | Highest level of education by either parent, measured in years of education. | 0 – 17, (17 > 4yr degree) | 13.84 (2.31) | 12.39 (2.64) | CDS-I |
| Household Income | Total household income (x10,000). | $0 – $500 or > | 6.73 (5.69) | 2.89 (2.45) | CDS-I |
| Family Structure | Two-parent household. | 0 = Not two-parent 1 = Two-parent |
.86 | .41 | CDS-I |
| Prior Reading | Summation of the Letter-Word and Passage Comprehension scores. | 42 – 163 | 112.25 (15.70) | 99.21 (14.52) | CDS-I |
| Prior Math | Summation of the Calculation and Applied Problems scores. | 33 – 184 | 112.26 (17.54) | 101.13 (14.79) | CDS-I |