Table 3.
Estimates of the Catholic School Effect on 12th-Grade Mathematics Achievement
| Models | Catholic school effect |
SE | t-stat | N |
|---|---|---|---|---|
| 1: Main effect (without covariates) | 4.720 | 0.890 | 5.304 | 5,430 |
| 2: Full model: (1)+ (10th-grade score, demographics, background, spatial) |
1.222 | 0.515 | 2.372 | 5,430 |
| 3: Strata fixed effect | 1.113 | 0.528 | 2.109 | 5,430 |
| 4: Stratum 1: 1st quintile (lowest) | 1.312 | 0.632 | 2.074 | 2,460 |
| 5: Stratum 2: 2nd quintile | 1.335 | 0.708 | 1.886 | 1,330 |
| 6: Stratum 3: 3rd quintile | 0.564 | 0.796 | 0.709 | 750 |
| 7: Stratum 4: 4th quintile | 1.940 | 0.943 | 2.057 | 540 |
| 8: Stratum 5: 5th quintile (highest) | −0.017 | 0.958 | −0.017 | 350 |
| 9: 1st – 2ndquintiles, combined | 1.282 | 0.547 | 2.344 | 3,790 |
| 10:3rd– 5th quintiles, combined | 1.181 | 0.675 | 1.75 | 1,640 |
Note: Statistics are based on the averages of five imputed data. The matched sample includes about 5,430 students. About 1,660 are Catholic school students and 3,770 are public school students. According to the rules and regulations for the use of NCES restricted datasets, the numbers of observations reported throughout the document are rounded by 10 digits.
Design effect is controlled by taking into account school clusters and the probability weight of the first follow-up data.