Appendix 1.

Covariates Used in in Propensity Score Analyses

Covariates
	Source: Archival
1	Student’s gender
2	Student’s ethnicity (Hispanic vs. White)
3	Student’s ethnicity (African American vs White)
4	Student enrolled in bilingual class grade 4
5	Student enrolled in bilingual class in grade 1
6	Student’s economic disadvantaged status
7	School size Grade 8
8	School level math achievement score Grade 8
9	School level reading achievement score Grade 8
	Source: Parent
1 0	Highest adult employment level in the household
1 1	Highest adult educational level in household
1 2	Highest educational level expected for student
1 3	Student’s emotional symptoms (Strengths and Difficulties Questionnaire; Goodman, 2001)
1 4	Student’s conduct problems (Strengths and Difficulties Questionnaire; Goodman, 2001)
1 5	Student’s hyperactivity (Strengths and Difficulties Questionnaire; Goodman, 2001)
1 6	Student’s peer problems(Strengths and Difficulties Questionnaire Goodman, 2001)
	Source: Teacher
1 7	Highest educational level expected for student
1 8	Academic performance in classroom (mean rating of reading, math, and overall academic performance relative to grade level expectancies.
1 9	Student’s conduct problems (Strengths and Difficulties Questionnaire; Goodman, 2001)
2 0	Student’s hyperactivity (Strengths and Difficulties Questionnaire; Goodman, 2001)
2 1	Student’s prosocial behavior (Strengths and Difficulties Questionnaire; Goodman, 2001)
2 2	Home school relationship: alliance (Parent Involvement in Early Years; Hill & Hughes, 2007)
2 3	Parental school involvement (Parent Involvement in Early Years; Hill & Hughes, 2007)
2 4	Classroom behavioral engagement (Student Engagement Questionnaire; Chen, Hughes, Liew, & Kwok, 2010))
	Source: Student
2 5	Teacher-student warmth (Teacher Network of Relationships Inventory; Hughes, Luo, Kwok, & Loyd, 2008)
2 6	Math competence beliefs (Competence Beliefs and Subjective Task Values; Wigfield et al., 1997)
2 7	Reading competence beliefs (Competence Beliefs and Subjective Task Values; Wigfield et al., 1997)
2 8	Sports competence beliefs (Competence Beliefs and Subjective Task Values; Wigfield et al., 1997)
2 9	Subjective valuing of math achievement (Competence Beliefs and Subjective Task Values; Wigfield et al., 1997)
3 0	Subjective valuing of reading achievement (Competence Beliefs and Subjective Task Values; Wigfield et al., 1997)
3 1	Overall academic competence (Competence Beliefs and Subjective Task Values; Wigfield et al., 1997)
3 2	Subjective overall valuing of academic achievement (Competence Beliefs and Subjective Task Values; Wigfield et al., 1997)
3 3	Subjective valuing of sports (Competence Beliefs and Subjective Task Values; Wigfield et al., 1997)
3 4	Overall scholastic competence (Self Perception Profile for Childre; Harter, 1985)
3 5	Social competence (Self Perception Profile for Children; Harter, 1985)
3 6	Athletic competence (Self Perception Profile for Children; Harter, 1985)
3	School belonging (Psychological Sense of School Membership; Goodman, 2001)
3 8	Classroom performance approach goal structure (Student Perception of Classroom Goals; Midgley et al., 2000)
3 9	Classroom performance avoidance goal structure (Student Perception of Classroom Goals; Midgley et al., 2000)
4 0	Friends’ prosocial orientation (student reported percentage of friends with prosocial behaviors)
4 1	Student-reported victimization in classroom
4 2	Locus of control (Student Perception of Control Questionnaire; Skinner, Zimmer-Gembeck, & Connell, 1998)
4 3	Peer affiliation: structured activities. Student report of participating in structured activities with friends
	Source: Performance
4 4	Student’s dominant language (Woodcock-Munoz Language Survey. 1993)
4 5	Woodcock-Johnson III Broad Reading W Score (Woodcock, McGrew, & Mather, 2001)
4 6	Woodcock-Johnson III Broad Math W Score (Woodcock, McGrew, & Mather, 2001

Note. All measures were assessed at Grade 4 or 5 unless otherwise indicated. Additional information on these variables is available from the first author.