Skip to main content
. Author manuscript; available in PMC: 2016 Apr 1.
Published in final edited form as: J Public Econ. 2014 Dec 19;124:91–104. doi: 10.1016/j.jpubeco.2014.12.003

Table 7.

Heterogeneity in the Influence of a Binding State Mandate, ECLS-K Data

Math Reading Science
Low-Income Students 8.079 (2.869) [0.372] 9.679 (3.827) [0.409] 7.148 (2.175) [0.525]
1230 1230 1230
Males 4.623 (2.495) [0.222] 3.801 (3.753) [0.159] 3.119 (1.742) [0.225]
1540 1540 1540
Large Family Size 8.440 (3.471) [0.376] 9.155 (3.337) [0.374] 5.477 (2.838) [0.367]
490 490 490
Interactions with Threshold Values 0.077 (0.125) [0.037] 0.107 (0.133) [0.046] −0.056 (0.138) [−0.040]
3040 3040 3040
Years Above State Threshold 0.572 (0.204) [0.027] 0.470 (0.270) [0.020] 0.130 (0.132) [0.009]
2600 2600 2600

Notes: The first three panels show estimates of the impact of a binding state mandate for three groups of students who are identified in the literature as most likely to eat breakfast offered through the SBP. Low-income is defined as having family income less than $40,000, which approximately corresponds to 185 percent of the poverty guidelines for the mean family size in the sample of 4.5 in 2004 of $37,814. A large family size is defined as greater than 5, which is the top quintile of the family size distribution. Years above the state threshold measures the cumulative potential years of exposure to the SBP and is defined as the number of years that the school the student attended was required to offer breakfast based on the state mandates. Standard errors that allow for clustering within states are shown in parentheses. The figures in brackets represent the marginal effect expressed in units of a standard deviation, where the estimate is divided by the standard deviation of the achievement score for all students in that subsample in states with partial mandates. However, the figure in brackets for the interaction with the threshold values represents the marginal effect in standard deviation units of an increase in the threshold value of 10 percentage points relative to the mean. The figure in brackets for the years above the state threshold represents the marginal effect in standard deviation units of one additional year of attending a school that is required to offer the SBP. The final numbers are the number of observations. Additional variables included are shown in Table 6. Sample sizes rounded to the nearest 10 to comply with NCES nondisclosure requirements.

Source: Early Childhood Longitudinal Study, Kindergarten Cohort