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. 2016 Jun 20;113(27):7481–7484. doi: 10.1073/pnas.1516686113

Table S6.

Intervention effects on student reading achievement (panel A) and total behavioral difficulties (panel B) based on two-level hierarchical models

Description 1 2 3 4 5 6
Panel A. Outcome: Reading, grade 4 Reading, grade 4 Reading, grade 4 Reading, grade 4 Reading, grade 4 Reading, grade 4
 NOTP 0.150* (0.066) 0.167 (0.055) 0.166 (0.052)
 With a TP 0.157* (0.061) 0.041 (0.049) 0.039 (0.046)
 Constant −1.187 (0.172) −0.321* (0.144) −0.111 (0.270) −1.509* (0.164) −0.594 (0.131) −0.829 (0.273)
 Observations 1,023 1,023 1,023 1,049 1,049 1,049
 No. of groups 58 58 58 57 57 57
Panel B. Outcome: Difficulties Difficulties Difficulties Difficulties Difficulties Difficulties
 NOTP 0.563 (0.355) 0.487 (0.340) 0.500 (0.340)
 With a TP −0.562 (0.364) −0.395 (0.350) −0.545 (0.347)
 Constant 7.718 (1.015) 5.819 (0.998) 6.476 (2.177) 10.623 (0.985) 8.363 (0.974) 10.352 (2.263)
 Observations 1,062 1,062 1,062 1,075 1,075 1,075
 No. of groups 57 57 57 54 54 54
Stratum indicators Yes Yes Yes Yes Yes Yes
Baseline achievement No Yes Yes No Yes Yes
Covariates No No Yes No No Yes

Random intercepts are included in all specifications. Panel A shows the results on reading achievement, whereas panel B shows the results on the total difficulty score. The table shows included covariates. SEs are in parentheses.

*

P < 0.05.

P < 0.01.