Table 5.
Test of Baseline Equivalence
| Variable | Cohen's d Effect Size | B (SE) |
|---|---|---|
| Dichotomous variables | ||
| Male | −.101 | −0.047 (0.034) |
| White | −.082 | −0.040 (0.039)* |
| Black | .137 | 0.072 (0.048)* |
| Hispanic | −.023 | −0.006 (0.035) |
| Home Languagea | −.066 | −0.002 (0.045) |
| Individualized Education Planb | −.029 | −0.010 (0.024) |
| Free and Reduced‐Price Lunch | −.060 | −0.016 (0.031) |
| Continuous variables | ||
| Age at pretest | −.148 | −0.355 (0.250) |
| Letter‐Word | .123 | 1.703 (2.497) |
| Spelling | .176 | 1.286 (1.919) |
| Academic Knowledge | .078 | 0.498 (2.197) |
| Oral Comprehension | .074 | 0.415 (1.327) |
| Picture Vocabulary | .018 | 1.229 (2.211) |
| Applied Problems | .070 | 1.086 (2.623) |
| Quantitative Concepts | .154 | 0.617 (1.067) |
| Copy Design | .051 | 0.085 (0.107) |
| Corsi Forward Span | .016 | 0.001 (0.099) |
| Corsi Backward Span | −.018 | −0.040 (0.090) |
| DCCS | .051 | 0.011 (0.040) |
| HTKS | .067 | 0.478 (0.978) |
| Peg Tapping | .010 | 0.094 (0.456) |
| Interpersonal Skills | −.168 | −0.185 (0.120) |
| Work‐Related Skills | −.174 | −0.208 (0.133) |
Note. Tools of the Mind was the reference group in each model as such positive coefficient indicate that Tools classrooms had higher percentages of children (for dichotomous demographic variable) or higher baseline scores (for a continuous assessments and age variables) compared with control classrooms.
DCCS = Dimensional Change Card Sort; HTKS = Head‐Toes‐Knees‐Shoulders; SE = standard errors.
a
Home Language coded as English or not English.
b
Individual Education Plans were for additional supports for learning difficulties. Information about focus of plan was not provided by study districts.
*
p < .05.