Table 1.

Correlation matrix of classroom characteristics and child outcomes.

	Inhibitory control (PT)	Global EF (DCCS)	Global EF (TMT)	Short term memory (FDS)	Working memory (BDS)	Attention/Impulsivity (PSRA-AR)	Regulation-related skills (CEFS)	Prosocial behavior (TOCA)	Teacher–student relationship (TSRS)	Discipline events
Number of children who are in the classroom	0.17	−0.15*	−0.23*	−0.16*	−0.19*	−0.05	−0.06	−0.09+	−0.02	−0.03
Number of children who come from homes in which English is not the primary language	0.25+	−0.12+	−0.08	−0.03	−0.03	−0.15*	0.05	−0.01	0.05	−0.02
Number of children who are developmentally behind most of the other children	−0.13	−0.07	−0.07	−0.14+	−0.04	−0.17**	−0.09+	0.03	−0.02	0.02
Number of children who have learning disabilities	0.03	0.03	0.03	−0.06	0.00	0.02	−0.08	0.01	−0.08+	−0.03
Number of children who are gifted or talented	−0.12	0.09	−0.06	0.00	0.02	−0.18**	0.01	0.02	0.03	0.13*
Number of children who have poor attendance	0.14	−0.13*	−0.23***	0.06	−0.05	−0.03	−0.04	−0.14**	−0.06	−0.0531
Number of children who have behavior problems	−0.11	−0.13*	−0.11	−0.06	0.04	−0.15*	−0.13**	−0.03	−0.21***	0.18***
Number of children who are performing below grade level	0.03	0.01	0.15*	0.13+	0.23***	0.15**	−0.01	0.15**	−0.08	0.08+

PT, Pencil Tap; DCCS, Dimensional Change Card Sort; TMT, Trail Making Task; FDS, Forward Digit Span; BDS, Backward Digit Span; PSRA-AR, Preschool Self-Regulation Assessment – Assessor Report; CEFS, Child Executive Function Survey; TOCA, Teacher Observation of Classroom Adaptation; and TSRS, Teacher Student Relationship Scale.

^* p<0.05;

^** p<0.01 and

^*** p<0.001.