Table 3.
Marginal Effectsfrom Logstic Regression Models Predicting Completion of All 4-Year College Preparatory Coursework
| Model 1 |
||||
|---|---|---|---|---|
| dv/dx | (SE) | |||
| School Label of LD | −0.60 | (0.05) *** | ||
| Model 2 |
Model 3 |
|||
| dv/dx | (SE) | dv/dx | (SE) | |
| School Label of LD | −0.25 | (0.04) *** | −0.19 | (0.03) *** |
| Socio-Demogxaphic Background | ||||
| Male | −0.01 | (0.01) | 0.03 | (0.01) ** |
| Rice: | ||||
| Wiite, non-Hispanic(ref) | - | - | ||
| Back, non-Hispanic | 0.00 | (0.02) | 0.02 | (0.02) |
| Hispanic | 0.03 | (0.02) | 0.04 | (0.02) * |
| Asian, non-Hispanic | 0.13 | (0.03) *** | 0.09 | (0.03) ** |
| Other race | 0.01 | (0.03) | 0.04 | (0.03) + |
| Highest parental education level: | ||||
| High school or less | 0.02 | (0.03) | 0.03 | (0.03) |
| Some college (ref) | ||||
| BA or higher | 0.02 | (0.01) | 0.01 | (0.01) |
| Family income | 0.01 | (0.00) * | 0.00 | (0.00) |
| Cognitive resources in the househol | 0.01 | (0.01) + | 0.00 | (0.01) |
| Number of siblings | −0.01 | (0.00) * | 0.00 | (0.00) |
| No. people expect college | 0.06 | (0.00) *** | 0.02 | (0.00) *** |
| Attended preschool | 0.02 | (0.01) | 0.01 | (0.01) |
| Participated in Head Start | −0.03 | (0.02) * | 0.00 | (0.02) |
| 10th grade English proficiency | 0.00 | (0.01) | 0.00 | (0.01) |
| Academic History | ||||
| Age | −0.04 | (0.01) *** | −0.01 | (0.01) + |
| Ever in remedial math | −0.05 | (0.02) * | −0.02 | (0.02) |
| Parent report of cognitive disability | −0.13 | (0.02) *** | −0.08 | (0.02) ** |
| Ever in an ESL program | −0.01 | (0.02) | −0.03 | (0.02) |
| Started school in U.S. in: | ||||
| Kindergarten (ref) | - | |||
| Between 1st and 2nd grade | −0.05 | (0.02) * | −0.01 | (0.02) |
| Between 3rd and 5th grade | −0.07 | (0.05) | −0.07 | (0.05) |
| Between 6th and 10th grade | −0.03 | (0.04) | −0.06 | (0.04) |
| 10th grade reading test score | 0.01 | (0.00) *** | 0.00 | (0.00) *** |
| 9th Grade Course Placement | ||||
| Position on math course sequence | 0.03 | (0.01) *** | ||
| Position on science course sequence | 0.03 | (0.01) *** | ||
| Credits in special education | −0.05 | (0.04) | ||
| Credits in low-level coursework | −0.05 | (0.02) ** | ||
| Credits in non-core | −0.01 | (0.01) | ||
| Early High School Attitudes and Behaviors | ||||
| Positive academic attitudes | 0.00 | (0.00) | ||
| Hours/week on homework outside of school | 0.00 | (0.00) | ||
| How often forgets materials, books, etc. | −0.01 | (0.00) ** | ||
| Student thinks will completes BA or higher | 0.07 | (0.02) *** | ||
| Math and English teacher reports | ||||
| Student’s#of negative academic behavior; | −0.01 | (0.00) * | ||
| Student’s#of negative social behaviors | −0.01 | (0.01) | ||
| How often student engages in negative behavior | 0.00 | (0.00) * | ||
| Degree to which friends are academically oriented | 0.01 | (0.00) *** | ||
| Early High School Achievement | ||||
| 9th grade GPAin academic core courses | 0.06 | (0.01) *** | ||
| No. semestersfailed in 9th gr. acadeimic courses | −0.04 | (0.01) *** | ||
| Dropped out between the 10th and 12th grades | −0.86 | (0.15) *** | ||
| Held back a grade between the 10th and 12th grades | −0.14 | (0.07) * | ||
Note: Each model isestimated using approximately 10,670 students in 540 schools. Although controls for school characteristics are induded in Models 2 and 3, coefficients and standard errors are not shown in the interest of space. The BCs for Models 1–3 are, respectively, 2930944.4,2338419.6, and 2074616.5.
+
p < 0.10,
*
p < 0.05,
**
p < 0.01,
***
p < 0.001.