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. Author manuscript; available in PMC: 2016 Feb 2.
Published in final edited form as: Psychol Sci. 2013 Jun 19;24(8):1408–1419. doi: 10.1177/0956797612472204

Table 8.

Random Effects From the Cross-Classified, Growth-Curve Model on the Grade at Which Students Were in ISI Intervention Classrooms for Reading Scores (z score)

Effect SD Variance component χ2 p
Intercept 1/row 0.53211 0.28314 χ2(772) = 2330.00 <.001
Time/row 0.01954 0.00038 χ2(772) = 1490.00 <.001
Level 1, e 0.28059 0.07873 — —
Intercept 1/column c38k 0.17050 0.02907 χ2(30) = 182.21787 <.001
Time3/CTT 0.00002 0.00000 χ2(22) = 21.91850 >.500

Note: Level 1 units = 4,777 (repeated measures), row-level units = 882 (students), column-level units = 95 (teachers). We computed χ2 statistics only for units that had sufficient data. The table shows the final estimation of row and Level 1 variance components and column-level variance components. Time is in months and is centered at the end of second grade. Time3 represents the cubic trend only for the CTT group (who received control mathematics instruction in Grade 1 and reading-intervention treatment in Grades 2 and 3); all other groups were fixed. ISI = Individualizing Student Instruction.