Table 5.
Difference-in-difference estimates of effects of ID card program implementation on CST scores, by students' prior achievement and race (selected results).
| Model 1 ELA CST (std) | Model 2 Math CST (std) | Model 3 ELA CST (std) | Model 4 Math CST (std) | Model 5 ELA CST (std) | Model 6 Math CST (std) | |
|---|---|---|---|---|---|---|
| ID school | 0.71** (0.07) | 0.76** (0.18) | 0.41** (0.06) | 0.41 (0.20) | 0.70** (0.06) | 0.74** (0.17) |
| 2011 | 0.34** (0.06) | 0.59** (0.03) | 0.09** (0.02) | 0.24** (0.04) | 0.33** (0.08) | 0.58** (0.04) |
| 2012 | 0.50** (0.07) | 0.60** (0.04) | 0.17** (0.03) | 0.31** (0.02) | 0.48** (0.07) | 0.64** (0.06) |
| ID*2011 | −0.02 (0.07) | 0.02 (0.14) | 0.13** (0.03) | 0.26* (0.13) | 0.09 (0.07) | 0.03 (0.13) |
| ID*2012 | −0.09 (0.10) | 0.00 (0.11) | 0.14** (0.04) | 0.27** (0.04) | −0.06 (0.12) | −0.02 (0.10) |
| Under*ID*2011 | 0.09 (0.11) | 0.21* (0.08) | 0.09 (0.07) | 0.25* (0.13) | ||
| Under*ID*2012 | 0.17 (0.14) | 0.25* (0.10) | 0.18 (0.16) | 0.26* (0.09) | ||
| Close*ID*2011 | 0.27* (0.08) | 0.26* (0.09) | 0.26* (0.08) | 0.27* (0.08) | ||
| Close*ID*2012 | 0.34* (0.05) | 0.36** (0.10) | 0.34** (0.06) | 0.36** (0.09) | ||
| Hispanic*ID*2011 | −0.20 (0.10) | 0.02 (0.04) | −0.16* (0.05) | −0.08 (0.04) | ||
| Hispanic*ID*2012 | −0.21 (0.11) | 0.02 (0.05) | −0.08 (0.05) | 0.02 (0.05) | ||
| Asian*ID*2011 | 0.10 (0.10) | 0.23 (0.20) | −0.04 (0.07) | 0.19 (0.10) | ||
| Asian*ID*2012 | 0.07 (0.07) | 0.08 (0.12) | −0.04 (0.04) | 0.09 (0.09) | ||
|
| ||||||
| N | 19,567 | 19,283 | 19,567 | 19,283 | 19,567 | 19,283 |
NOTE: See Appendix Table 1.4 for full model results and Appendix Table 1.5 for supplemental subgroup significance tests. 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. Although Live Oak and Mann did not implement the ID card program until the 2010–11 school year, ID assignments in the first program year were based on spring 2010 CST scores. Therefore, we consider the 2009–10 school year a transitional period in the implementation process.
*
p<0.05;
**
p<0.01