Table 4.

Difference-in-difference estimates of the effects of ID card program implementation on CST scores, CAHSEE scores, and grades (selected results).

	ELA CST (std)	Math CST (std)	ELA exit exam (std)	Math exit exam (std)	ELA grades (std)	Math grades (std)
ID school	0.34** (0.06)	0.27 (0.22)	0.25** (0.03)	0.42** (0.08)	0.01 (0.22)	0.08 (0.07)
2010	0.03 (0.02)	0.08* (0.02)	0.04* (0.01)	0.02 (0.04)	−0.20** (0.06)	0.02 (0.04)
2011	0.01 (0.03)	0.17** (0.04)	0.12** (0.03)	0.02 (0.05)	−0.16* (0.07)	0.10 (0.09)
2012	0.07* (0.02)	0.21** (0.02)	0.07** (0.03)	0.10* (0.04)	−0.09 (0.07)	0.15* (0.07)
ID*2010	0.00 (0.02)	0.08 (0.07)	0.00 (0.04)	−0.16* (0.06)	0.11 (0.06)	(0.12) −0.07
ID*2011	0.18** (0.03)	0.31* (0.10)	0.14** (0.03)	0.01 (0.05)	0.21** (0.07)	0.01 (0.10)
ID*2012	0.19** (0.03)	0.33** (0.02)	0.06 (0.03)	−0.09 (0.04)	0.21** (0.07)	−0.02 (0.11)
N	19,567	18,763	19,504	19,466	19,686	19,722

NOTE: See Appendix Table 1.3 for full model results. ELA and Math grade analyses use tobit estimation to correct for floor effects, and all models use school-clustered standard errors to account for school clustering.

^*p<0.05;

^**p<0.01