Table 3.

Percentage contribution of each correlate to the estimated effect of race and gender on adolescents’ odds of carrying LD classification.

Correlates of Race and Gender	White male relative to a white female	Black male relative to a white male	Hispanic male relative to a white male	Black female relative to a white female	Hispanic female relative to a white female
SES	0.0%	−0.2%	−0.3%	−0.2%	−0.3%
Not a native English speaker	0.0%	−1.2%	−13.1%	−0.7%	−16.5%
Degree to which lacks English proficiency	0.1%	0.5%	6.8%	0.4%	9.5%
Ever in an English as a Second Language program	0.1%	0.3%	1.8%	0.4%	2.9%
Grade level started school in United States	0.7%	−6.2%	−38.0%	−7.7%	−53.1%
Linguistic-immigration history subtotal	1.0%	0.7%	8.6%	0.9%	12.4%
Average 10th grade test score	7.0%	226.5%	219.7%	216.8%	244.6%
Percent students eligible for free lunch program	0.4%	−45.7%	−47.9%	−39.9%	−56.1%
Percent students racial minorities	0.0%	1.4%	1.7%	1.3%	1.9%
School type (public, Catholic, other private)	−0.3%	11.8%	12.0%	9.9%	14.2%
School region	1.0%	−5.9%	−17.6%	−2.6%	−17.5%
School urbanicity	0.2%	−1.2%	−1.6%	−0.8%	−1.0%
School characteristics subtotal	1.6%	13.3%	13.7%	11.2%	16.1%