Table 5.

Three-Level Ordered Probit Coefficients and Standard Errors for Teachers’ Perceptions of Language and Literacy Skills Regressed on Students’ Race and Academic Performance with Controls for Teacher and Parent Assessments (ECLS-K 1998–99: 1st Grade, N = 10,740)

	Model 1		Model 2		Model 3
	B	SE	B	SE	B	SE
Student-Level
Asian^a	.073	(.095)	−.101	(.086)	−.012	(.090)
White Latino	−.068	(.091)	−.068	(.083)	−.052	(.087)
Non-White Latino	.000	(.093)	−.059	(.085)	−.040	(.089)
Black	−.048	(.080)	−.032	(.073)	−.102	(.076)
Literacy Score (standardized)^b	1.368 ^***	(.042)	1.767 ^***	(.031)	1.859 ^***	(.031)
Asian x Literacy Score	−.104	(.084)	−.141	(.076)	−.180 ^*	(.080)
White Latino x Literacy Score	−.109	(.085)	−.058	(.076)	−.080	(.080)
Non-White Latino x Literacy Score	−.184 ^*	(.077)	−.149 ^*	(.069)	−.148 ^*	(.073)
Black x Literacy Score	−.211 ^***	(.059)	−.176 ^**	(.053)	−.140 ^*	(.056)
ARS Literacy Assessment Score	1.372 ^***	(.042)
Approaches to Learning (Teacher)			.550 ^***	(.034)
Approaches to Learning (Parent)					.122 ^**	(.043)
Threshold 1	−3.872 ^***	(.046)	−2.984 ^***	(.041)	−2.743 ^***	(.042)
Threshold 2	−1.727 ^***	(.035)	−1.373 ^***	(.031)	−1.279 ^***	(.032)
Threshold 3	.687 ^***	(.033)	.473 ^***	(.029)	.403 ^***	(.030)
Threshold 4	3.126 ^***	(.039)	2.431 ^***	(.036)	2.286 ^***	(.037)
Variance Component
Classroom Level (τ00)	.639	(.022)	.459	(.021)	.481	(.021)
School Level (τ00)	.335	(.030)	.356	(.023)	.401	(.023)
Model Statistics
Deviance	34,426		39,464		41,781
AIC	34,564		39,602		41,919

Includes Pacific Islanders.

Instrumented using previous year’s reading score.

Note: Models include student, teacher/classroom, and school-level controls as noted in Table 4, Model 3. All variables except student’s race and literacy scores are grand mean centered.

p < .05,

^**

p < .01,

^***

p < .001.