. Author manuscript; available in PMC: 2017 Feb 23.

Published in final edited form as: J Res Educ Eff. 2015 Apr 11;8(4):475–489. doi: 10.1080/19345747.2015.1017680

Table 1.

Entry characteristics and achievement test scores by intervention versus control group

	Intervention Mean (SD)	Control Mean (SD)	Significance of Group Differences P
Number of years teaching	10.2 (6.5)	8.6 (6.4)	.26
Prior-year achievement test score	474.6 (39.7)	473.5 (46.0)	.91
Average class size	22.5 (4.0)	21.7 (3.5)	.32
	N (%)	N (%)
Student gender	Male: 307 (46.6%)	Male: 263 (49.1%)	.39
	Female: 352 (53.4%)	Female: 273 (50.9%)
Student race/ ethnicity	Asian: 8(1.2%)	Asian: 21 (3.9%)	.77
Student race/ ethnicity	African American: 391 (59.3%)	African American: 303 (56.5%)
	Hispanic: 61(9.3%)	Hispanic: 46 (8.6%)
	White: 199 (30.2%)	White: 166 (31.0%)
Students’ family < 200% of poverty line	Yes: 245 (37.2%) No: 414 (62.8%)	Yes: 199 (37.2%) No: 336 (62.8%)	.99
Teacher gender	Male: 18 (40.9%)	Male: 12 (29.3%)	.26
	Female: 26(59.1%)	Female: 29 (70.7%)
Teacher has master’s or higher degree?	Yes: 36 (81.8%) No: 8(18.2%)	Yes: 33 (78.6%) No: 9(21.4%)	.71
Course content area	Math/Science: 23 (52.3%)	Math/Science: 24 (57.1%)	.65
Course content area	English/Social Studies: 21 (47.7%) area	English/Social Studies: 18 (42.9%)	.65
School level	Middle School: 4(9.5%)	Middle School: 5(11.4%)	.78
	High School: 38(90.5%)	High School: 39(88.6%)

Note. Analyses used t tests, and chi-square analyses as appropriate. Significance of group differences for student race/ethnicity was calculated for minority versus nonminority group membership status.