Table 3. Interaction effects of teachers' perceptions and nativity and language minority status on students' academic outcomes.
| 10th grade math GPA | Advances in math in 11th grade | |||||||
|---|---|---|---|---|---|---|---|---|
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| Model 1 | Model 2 | Model 3 | Model 4 | |||||
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| b | S.E. | b | S.E. | b | S.E. | b | S.E. | |
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| Student demographics | ||||||||
| Nonimmigrant language-minority | 0.005 | (0.068) | 0.013 | (0.058) | -0.521 | (0.178) ** | -0.279 | (0.141) * |
| Immigrant native English speaker | 0.029 | (0.112) | 0.108 | (0.109) | 0.331 | (0.355) | -0.171 | (0.324) |
| Immigrant language-minority | 0.110 | (0.093) | 0.056 | (0.084) | -0.313 | (0.243) | -0.341 | (0.175) |
| Female | 0.021 | (0.020) | 0.020 | (0.020) | -0.020 | (0.060) | -0.022 | (0.060) |
| Black | -0.176 | (0.037) *** | -0.177 | (0.037) *** | 0.100 | (0.107) | 0.098 | (0.107) |
| Latino/a | -0.099 | (0.040) * | -0.097 | (0.041) * | -0.034 | (0.116) | -0.036 | (0.118) |
| Asian | 0.034 | (0.049) | 0.024 | (0.050) | 0.099 | (0.168) | 0.100 | (0.170) |
| Other race | -0.051 | (0.054) | -0.052 | (0.053) | -0.185 | (0.132) | -0.174 | (0.132) |
| Teachers' perceptions | ||||||||
| Student is hardworking | 0.681 | (0.029) *** | 0.683 | (0.026) *** | 0.584 | (0.077) *** | 0.607 | (0.071) *** |
| Student will complete college | 0.489 | (0.029) *** | 0.485 | (0.029) *** | 0.968 | (0.082) *** | 0.955 | (0.086) *** |
| Family background | ||||||||
| Parent has a high school degree or less | -0.098 | (0.030) ** | -0.097 | (0.030) ** | -0.421 | (0.094) *** | -0.417 | (0.094) *** |
| Parent has some college | -0.054 | (0.027) * | -0.054 | (0.027) * | -0.210 | (0.086) * | -0.210 | (0.086) * |
| Parent has a postgraduate degree | 0.052 | (0.030) | 0.052 | (0.030) | -0.096 | (0.101) | -0.099 | (0.101) |
| Parents' income (log) | 0.030 | (0.011) ** | 0.031 | (0.011) ** | 0.064 | (0.025) ** | 0.065 | (0.025) ** |
| Academic experiences | ||||||||
| Enrolled in basic math | 0.239 | (0.053) *** | 0.240 | (0.053) *** | -0.959 | (0.134) *** | -0.956 | (0.134) *** |
| Enrolled in Algebra 1 | -0.040 | (0.034) | -0.042 | (0.034) | -0.534 | (0.099) *** | -0.539 | (0.099) *** |
| Enrolled in Algebra 2 | 0.109 | (0.027) *** | 0.109 | (0.027) *** | -1.752 | (0.109) *** | -1.754 | (0.110) *** |
| 9th grade math GPA | 0.364 | (0.013) *** | 0.363 | (0.014) *** | 0.323 | (0.036) *** | 0.321 | (0.036) *** |
| School characteristics | ||||||||
| Students receiving free lunch (0-1) | 0.148 | (0.069) * | 0.147 | (0.068) * | -0.242 | (0.232) | -0.251 | (0.232) |
| Minority enrollment (0-1) | -0.265 | (0.060) *** | -0.266 | (0.060) *** | 0.346 | (0.198) | 0.346 | (0.197) |
| Parents with a college degree (0-1) | -0.048 | (0.101) | -0.047 | (0.102) | 0.417 | (0.305) | 0.421 | (0.304) |
| Interactions | ||||||||
| Hardworking * Nonimmigrant language-minority | 0.062 | (0.089) | 0.557 | (0.222) * | ||||
| Hardworking * Immigrant native English-speaker | -0.023 | (0.141) | -0.885 | (0.408) * | ||||
| Hardworking * Immigrant language-minority | -0.047 | (0.105) | -0.055 | (0.276) | ||||
| Will complete college * Nonimmigrant language-minority | 0.076 | (0.082) | 0.256 | (0.253) | ||||
| Will complete college * Immigrant native English speaker | -0.151 | (0.143) | -0.192 | (0.409) | ||||
| Will complete college * Immigrant language-minority | 0.047 | (0.106) | -0.019 | (0.250) | ||||
| Intercept | 0.289 | (0.129) * | 0.290 | (0.129) * | -0.625 | (0.315) * | -0.636 | (0.315) * |
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| Unweighted N | 8840 | 8840 | 10120 | 10120 | ||||
| R-square | 0.55 | 0.55 | ||||||
| -2 Log Likelihood | 10861 | 10874 | ||||||
***
p < 0.001,
**
p < 0.01,
*
p < 0.05 (two tailed tests)
Reference groups: nonimmigrant native English speaker, male, white, parent has a college degree, enrolled in geometry.