Table 5.
Means and 95% CI for weekday and weekend sleep duration main effects in FRL status models (hours; year means averaged across FRL status, FRL status means averaged across years)
| Later elementary (Grades 3–5) | Middle school (Grades 6–8) | High school (Grades 9–12) | ||||
|---|---|---|---|---|---|---|
| Weekday | Weekend | Weekday | Weekend | Weekday | Weekend | |
| Year | ||||||
| Pre-change | 9.84 (9.80–9.88) |
10.22 (10.18–10.27) |
8.63 (8.58–8.68) |
9.84 (9.77–9.91) |
7.41 (7.34–7.49) |
9.51 (9.38–9.63) |
| Post-change | 9.65 (9.61–9.68) |
10.22 (10.18–10.27) |
9.14 (9.09–9.19) |
9.82 (9.76–9.88) |
8.17 (8.12–8.23) |
9.49 (9.40–9.58) |
| Follow-up | 9.62 (9.58–9.66) |
10.23 (10.17–10.28) |
9.06 (9.01–9.11) |
9.79 (9.73–9.85) |
8.01 (7.95–8.07) |
9.38 (9.28–9.48) |
| FRL status | ||||||
| FRL | 9.63 (9.59–9.68) |
10.24 (10.19–10.29) |
8.95 (8.90–8.99) |
9.84 (9.78–9.91) |
7.89 (7.83–7.96) |
9.50 (9.37–9.64) |
| Not FRL | 9.77 (9.75–9.80) |
10.21 (10.18–10.23) |
8.94 (8.90–8.99) |
9.79 (9.74–9.84) |
7.84 (7.80–7.88) |
9.41 (9.31–9.51) |
The ecological modeling approach was used to obtain results.