Appendix Table 6.

Alternate constructions of the math control group in the New York site: effects on composite outcomes

	Literacy composite	Math composite	Academic composite	Social skills composite
NY Math treatment group with NY control group that includes Head Start classrooms implementing High/Scope and Creative Curriculum, excluding NY Pre-k control classrooms (Same as second row in Table 4)	0.05	0.35	0.25	0.21
	(0.10)	(0.11)	(0.11)	(0.27)
N	220	220	220	210
NY Math treatment group included, all NY control classrooms excluded	0.11	0.35	0.27	−0.04
	(0.13)	(0.18)	(0.16)	(0.37)
N	210	210	210	200
Only CA math site	0.06	0.30	0.23	−0.01
	(0.13)	(0.17)	(0.16)	(0.31)
N	150	150	150	150

Note. Each entry represents results from a separate regression. Standard errors clustered at the school level are in parentheses. Fixed effects at the random assignment site level are included in all analyses. Reference group is Creative Curriculum or High/Scope. Standard errors are clustered at the classroom level. Literacy composite included PPVT, WJ Letter Word and WJ Spelling. Math composite included WJ Applied Problems, and CMAA. Academic composite weights the math and literacy composites equally. The social skills composite included teacher rated social skills and behavior problems (reverse coded). Models include fixed effects for the unit of random assignment (i.e. grantee, school). Child and family controls included child gender, race, age (months), baseline achievement and social skills; parent/primary caregiver education (years), whether working, age (years), annual household income (thousands), and whether receiving welfare. Missing dummy variables were included in the analyses to account for missing independent variables. Outcomes were standardized to have a mean of 0 and standard deviation of 1. Ns are rounded to the nearest 10 in accordance with NCES data policies.