Table 2.
Descriptive information on baseline classroom characteristics.
| Full sample | Intervention group | Control group | Stand. mean dif. | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| N | Unadjusted mean | Pooled SD | N | Mean | Adj. mean | SD | N | Mean | Adj. mean | SD | ||
| Number of children who are in the classroom | 27 | 21.33 | 1.66 | 15 | 21.47 | 20.33 | 1.81 | 12 | 21.17 | 20.51 | 1.53 | 0.11 |
| Number of children who come from homes in which English is not the primary language | 27 | 13.91 | 5.92 | 15 | 13.03 | 12.57 | 6.37 | 12 | 15.00 | 14.90 | 5.36 | 0.39 |
| Number of children who are developmentally behind most of the other children | 27 | 2.16 | 1.48 | 15 | 2.52 | 3.52 | 1.36 | 12 | 1.71 | 2.97 | 1.54 | 0.37 |
| Number of children who have learning disabilities | 27 | 2.02 | 1.27 | 15 | 1.77 | 1.33 | 1.29 | 12 | 2.33 | 2.01 | 1.21 | 0.54 |
| Number of children who have physical disabilities | 27 | 0.07 | 0.27 | 15 | 0.07 | 0.19 | 0.26 | 12 | 0.08 | 0.21 | 0.29 | 0.06 |
| Number of children who are gifted or talented | 26 | 0.60 | 1.22 | 15 | 0.80 | 1.18 | 1.47 | 11 | 0.32 | 0.73 | 0.72 | 0.37 |
| Number of children who are homeless or transient | 25 | 0.04 | 0.20 | 15 | 0.00 | 0.15 | 0.00 | 10 | 0.10 | 0.27 | 0.32 | 0.56 |
| Number of children who have poor attendance | 27 | 0.57 | 1.01 | 15 | 0.37 | 0.58 | 0.81 | 12 | 0.83 | 1.13 | 1.19 | 0.54 |
| Number of children who have behavior problems | 27 | 3.00 | 1.73 | 15 | 3.03 | 4.03 | 1.96 | 12 | 2.96 | 4.21 | 1.48 | 0.11 |
| Number of children who are performing below grade level | 27 | 5.04 | 2.47 | 15 | 5.10 | 5.31 | 3.06 | 12 | 4.96 | 5.29 | 1.57 | 0.01 |
F-test for overall balance revealed no statistically significant difference between classrooms assigned to intervention vs. control groups (F (15, 9)=0.65, p=0.7773). F-tests included school fixed effects.