Table 3.
OLS estimates of relationship between an early elementary school ADHD diagnosis and eighth grade reading or math achievement, controlling for treatments to help control behaviors, by severity of ADHD-Related behaviors (complete model results in Appendix Table A.6).
| Less severe ADHD-related behaviors
|
More severe ADHD-related behaviors
|
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| (1)
|
(2)
|
(3)
|
(4)
|
(5)
|
(6)
|
(7)
|
(8)
|
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| Reading
|
Math
|
Reading
|
Math
|
Reading
|
Math
|
Reading
|
Math
|
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| Coef. | SE | Coef. | SE | Coef. | SE | Coef. | SE | Coef. | SE | Coef. | SE | Coef. | SE | Coef. | SE | |
| Diagnosed with ADHD, Medication (5th or 8th Grade) | –0.31** | (0.11) | –0.29** | (0.10) | –0.23* | (0.11) | –0.22* | (0.10) | –0.13 | (0.07) | –0.09 | (0.07) | –0.05 | (0.07) | –0.03 | (0.07) |
| Diagnosed with ADHD, No Medication | –0.32* | (0.13) | –0.08 | (0.16) | –0.27* | (0.13) | –0.04 | (0.16) | –0.26* | (0.11) | –0.26** | (0.10) | –0.20 | (0.11) | –0.20* | (0.10) |
| Not Diagnosed with ADHD, Medication (5th or 8th Grade) | –0.26** | (0.08) | –0.29** | (0.09) | –0.17 | (0.09) | –0.20* | (0.09) | –0.26** | (0.08) | –0.18* | (0.07) | –0.19* | (0.08) | –0.13 | (0.07) |
| Not Diagnosed with ADHD, No Medication | ||||||||||||||||
| Other Behavioral Treatments and Services (Main Effects) | ||||||||||||||||
| Counseling (5th or 8th Grade) | –0.20 | (0.11) | –0.17 | (0.13) | –0.01 | (0.09) | –0.00 | (0.10) | ||||||||
| Special Education (5th or 8th Grade) | –0.25*** | (0.05) | –0.24*** | (0.05) | –0.33*** | (0.05) | –0.28*** | (0.06) | ||||||||
| ADHD-Related Behaviors | ||||||||||||||||
| Inattentive Behaviors Score (Parent) | –0.05** | (0.02) | –0.08*** | (0.02) | –0.05** | (0.02) | –0.08*** | (0.02) | –0.06 | (0.03) | –0.11*** | (0.03) | –0.05 | (0.03) | –0.11*** | (0.03) |
| Hyperactivity Behaviors Score (Parent) | –0.02 | (0.02) | 0.00 | (0.02) | –0.02 | (0.02) | 0.01 | (0.02) | –0.06 | (0.03) | –0.05 | (0.03) | –0.04 | (0.03) | –0.04 | (0.03) |
| ODD/CD Behaviors Score (Parent) | 0.02 | (0.03) | 0.02 | (0.02) | 0.03 | (0.03) | 0.02 | (0.02) | –0.02 | (0.04) | –0.01 | (0.04) | –0.01 | (0.04) | –0.00 | (0.04) |
| Inattentive Behaviors Score (Teacher) | –0.16*** | (0.02) | –0.18*** | (0.02) | –0.15*** | (0.02) | –0.17*** | (0.02) | –0.12*** | (0.03) | –0.19*** | (0.03) | –0.11*** | (0.03) | –0.18*** | (0.03) |
| Hyperactivity Behaviors Score (Teacher) | 0.03 | (0.03) | –0.01 | (0.03) | 0.02 | (0.03) | –0.01 | (0.03) | 0.01 | (0.03) | 0.02 | (0.03) | 0.01 | (0.03) | 0.02 | (0.03) |
| ODD/CD Behaviors Score (Teacher) | –0.02 | (0.02) | 0.02 | (0.03) | –0.02 | (0.02) | 0.02 | (0.03) | 0.01 | (0.05) | –0.06 | (0.05) | 0.01 | (0.05) | –0.06 | (0.05) |
| Internalizing Behaviors Score | –0.01 | (0.02) | –0.03 | (0.02) | 0.00 | (0.02) | –0.02 | (0.02) | –0.03 | (0.04) | –0.02 | (0.03) | –0.01 | (0.03) | –0.00 | (0.03) |
| Baseline Achievement | ||||||||||||||||
| Kindergarten Reading Achievement Score (std.) | 0.12*** | (0.02) | 0.06*** | (0.02) | 0.11*** | (0.02) | 0.06*** | (0.02) | 0.13*** | (0.03) | 0.04 | (0.03) | 0.13*** | (0.03) | 0.05 | (0.03) |
| Kindergarten Math Achievement Score in (std.) | 0.26*** | (0.02) | 0.35*** | (0.02) | 0.25*** | (0.02) | 0.34*** | (0.02) | 0.25*** | (0.03) | 0.39*** | (0.03) | 0.23*** | (0.03) | 0.38*** | (0.03) |
|
| ||||||||||||||||
| N | 5890 | 5890 | 5890 | 5890 | 1930 | 1930 | 1930 | 1930 | ||||||||
| R Squared | 0.37 | 0.39 | 0.0.37 | 0.39 | 0.38 | 0.42 | 0.39 | 0.43 | ||||||||
p< 0.05,
p < 0.01
p < 0.001.
Standard errors in parentheses. All maternal and child controls shown in Table 2 are included in these models but not shown (see Appendix Table A.6 for complete model results).
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. All child and mother controls shown in Table 2 are included in these models but not shown (see Appendix for complete model results).