Table 7.

Non‐Academic Curriculum Effects at the End of Prekindergarten, Kindergarten, and First Grade

	End of Prekindergarten			End of Kindergarten			End of First Grade
Variable	B	SE	d	B	SE	d	B	SE	d
Copy Design	.433†	0.222	.154	.056	.205	.019	−.399*	.197	−.130
Corsi Forward Span	−.093	0.076	−.082	−.081	.078	−.073	−.068	.076	−.062
Corsi Backward Span	−.079	0.092	−.060	−.219*	.096	−.161	−.083	.094	−.064
DCCS	−.027	0.044	−.046	−.051	.048	−.085	−.051	.075	−.056
HTKS	−.211	1.075	−.012	−.413	.973	−.030	−.887	.693	−.098
Peg Tapping	.097	0.408	.017	.189	.267	.047	−.302†	.175	−.126
Interpersonal Skills	.107	0.087	.101	.038	.096	.037	.020	.100	.019
Work‐Related Skills	.085	0.110	.072	.102	.093	.087	−.033	.095	−.026

Note. Tools of the Mind was the reference group in each model as such positive coefficient indicate children in Tools classrooms made greater residualized gains (posttest scores controlling for pretest) compared with children in the control classrooms. Coefficients are unstandardized regression coefficients from multilevel regression models that controlled for pretest, gender, home language (English or not), Individual Education Plan status (additional supports for children with learning difficulties), age at pretest, and interval from pretest. Estimates of effect sizes of curriculum differences provided are Cohen's d estimates standardized mean difference.

DCCS = Dimensional Change Card Sort; HTKS = Head‐Toes‐Knees‐Shoulders; SE = standard errors.

^* p < .05.

^† p < .10.