Table 1.

Unstandardized Effect of Predictor on Four Growth Factors

Predictors	Bilingual Education		Gender		Ethnic incongruence
	Est. (SE)	p-value	Est. (SE)	p-value	Est. (SE)	p-value
Teacher-rated Behavioral Engagement
Intercept at transition	0.35 (0.17)*	0.038	−0.17 (0.13)	0.199	0.14 (0.15)	0.342
Pre-transition Slope	0.22 (0.06)*	0.000	0.06 (0.05)	0.236	0.06 (0.05)	0.286
Shift in Intercept	−0.25 (0.19)	0.175	−0.11 (0.15)	0.441	0.01 (0.17)	0.965
Post-transition Slope	0.04 (0.09)	0.693	0.04 (0.07)	0.548	−0.08 (0.08)	0.311
Student-reported School Belonging
Intercept at transition	−0.18 (0.20)	0.374	−0.35 (0.15)*	0.022	−0.33 (0.17)	0.056
Pre-transition Slope	−0.11 (0.11)	0.354	−0.15 (0.09)	0.109	−0.18 (0.10)	0.081
Shift in Intercept	0.30 (0.20)	0.133	0.14 (0.16)	0.387	0.28 (0.18)	0.114
Post-transition Slope	−0.08 (0.06)	0.208	−0.02 (0.05)	0.643	0.03 (0.06)	0.640

Note. Bilingual education was coded as 1 for bilingual and 0 for regular education placement during the pre-transition year. Gender was coded as 1 for male and 0 for female. Ethnic incongruence was coded as 1 for incongruent and 0 for congruent. Intercept at transition is the average level at the first year of middle school. Shift in intercept is calculated as the intercept at transition minus the average level at the end of elementary school. Pre-transition Slope is the linear slope at pre-transition (during Elementary school years); Post-transition Slope is the linear slope at Post-transition (during middle school years). A global measure of educational risk assessed at Year 1 was a covariate on Intercept, Pre- and Post-transition Slope in all models. Standard errors are presented within parentheses.

^*p < .05