Table 2.
OLS estimates of the relationship between an early elementary school ADHD diagnosis and eighth grade reading or math achievement, by severity of ADHD-Related Behaviors.
| Less severe ADHD-related behaviors
|
More severe ADHD-related behaviors
|
|||||||
|---|---|---|---|---|---|---|---|---|
| (1)
|
(2)
|
(3)
|
(4)
|
|||||
| Reading
|
Math
|
Reading
|
Math
|
|||||
| Coef. | SE | Coef. | SE | Coef. | SE | Coef. | SE | |
| ADD/ADHD Diagnosis | –0.30*** | (0.08) | –0.22** | (0.08) | –0.12* | (0.06) | –0.11 | (0.06) |
| ADHD-Related Behaviors | ||||||||
| Inattentive Behaviors Score (Parent) | –0.05** | (0.02) | –0.08*** | (0.02) | –0.07* | (0.03) | –0.12*** | (0.03) |
| Hyperactivity Behaviors Score (Parent) | –0.02 | (0.02) | 0.00 | (0.02) | –0.07* | (0.03) | –0.06* | (0.03) |
| ODD/CD Behaviors Score (Parent) | 0.02 | (0.03) | 0.02 | (0.02) | –0.03 | (0.04) | –0.02 | (0.04) |
| Inattentive Behaviors Score (Teacher) | –0.17*** | (0.02) | –0.18*** | (0.02) | –0.13*** | (0.03) | –0.20*** | (0.03) |
| Hyperactivity Behaviors Score (Teacher) | 0.02 | (0.03) | –0.01 | (0.03) | 0.01 | (0.03) | 0.02 | (0.03) |
| ODD/CD Behaviors Score (Teacher) | –0.02 | (0.02) | 0.02 | (0.03) | 0.01 | (0.05) | –0.06 | (0.05) |
| Internalizing Behaviors Score | –0.01 | (0.02) | –0.03 | (0.02) | –0.04 | (0.04) | –0.02 | (0.03) |
| Baseline Achievement/Early Cognitive Development | ||||||||
| Kindergarten Reading Achievement Score (std.) | 0.11*** | (0.02) | 0.06*** | (0.02) | 0.13*** | (0.03) | 0.05 | (0.03) |
| Kindergarten Math Achievement Score in (std.) | 0.26*** | (0.02) | 0.35*** | (0.02) | 0.25*** | (0.03) | 0.39*** | (0.03) |
| Child Controls | ||||||||
| Male | –0.09*** | (0.02) | 0.22*** | (0.02) | –0.04 | (0.04) | 0.19*** | (0.04) |
| Black | –0.38*** | (0.04) | 30.41*** | (0.04) | –0.50*** | (0.05) | –0.45*** | (0.05) |
| Hispanic | –0.10*** | (0.03) | –0.03 | (0.03) | –0.15** | (0.05) | 0.01 | (0.06) |
| Lives in Midwest in Kindergarten/First Wave Available | 0.05 | (0.03) | 0.01 | (0.04) | 0.07 | (0.05) | 0.03 | (0.05) |
| Lives in West Near in Kindergarten/First Wave Available | 0.01 | (0.04) | 30.01 | (0.04) | 0.05 | (0.06) | 30.05 | (0.07) |
| Lives in Northeast in Kindergarten/First Wave Available | 0.07* | (0.03) | 0.01 | (0.04) | 0.14** | (0.05) | 0.09 | (0.05) |
| Child Born Weighing Less than 5.5 lbs (LBW) | –0.01 | (0.04) | –0.05 | (0.04) | 0.13 | (0.07) | 0.05 | (0.06) |
| Child Not Covered by Insurance | 0.01 | (0.03) | 0.01 | (0.03) | 0.00 | (0.05) | 0.02 | (0.05) |
| HH Income Below Federal Poverty Line | –0.16*** | (0.04) | –0.07* | (0.03) | –0.14** | (0.05) | –0.11* | (0.05) |
| Number of Other Children in HH | –0.02 | (0.01) | 0.02 | (0.01) | –0.01 | (0.02) | 0.01 | (0.02) |
| Child Been in Childcare Outside Home | –0.05* | (0.02) | –0.04* | (0.02) | –0.04 | (0.04) | –0.02 | (0.04) |
| Mother Controls | ||||||||
| Mother Has HS Education | 0.22*** | (0.05) | 0.16** | (0.05) | 0.12* | (0.06) | 0.10 | (0.06) |
| Mother Has Completed Some College | 0.30*** | (0.05) | 0.27*** | (0.05) | 0.25*** | (0.06) | 0.23*** | (0.07) |
| Mother Has Completed Four Year College Degree | 0.56*** | (0.05) | 0.47*** | (0.05) | 0.52*** | (0.07) | 0.43*** | (0.07) |
| Current Mother Age at Kindergarten Round | 0.01** | (0.00) | 0.00 | (0.00) | 0.00 | (0.00) | –0.00 | (0.00) |
| Mother Has Clinically Depressive Symptoms at Kindergarten | –0.11*** | (0.03) | –0.08** | (0.03) | 0.00 | (0.04) | 0.04 | (0.04) |
| Constant | 0.10 | (0.11) | 0.08 | (0.11) | 0.25 | (0.25) | 0.67** | (0.24) |
|
| ||||||||
| N | 5890 | 5890 | 1930 | 1930 | ||||
| R Squared | 0.37 | 0.39 | 0.38 | 0.42 | ||||
p < 0.05,
p < 0.01,
p < 0.001.
Standard errors in parentheses.
Data Source: Early Childhood Longitudinal Study, Kindergarten Cohort of 1998–1999 (ECLS-K).
Notes: Our working sample consists of the children eligible for the kindergarten, first, third, fifth, and eighth grade survey rounds with non-missing information on ADHD diagnosis between kindergarten and third grade and 8th grade reading and math scores. Sample sizes are rounded to the nearest 10 in accordance with NCES restricted data requirements. Multiple imputation was used to handle item-missingness on all other predictors.