Standard errors for the percentage of first-time kindergartners in fall 1998 who demonstrated specific mathematics knowledge and skills, by grade level and selected characteristics: 1998–2002

Children’s Skills and Proficiency in Reading and Mathematics Through Grade 3

Table S8-2b. Standard errors for the percentage of first-time kindergartners in fall 1998 who demonstrated specific mathematics knowledge and skills, by grade level and selected characteristics: 1998–2002–Continued

	Place value				Rate and measurement
Characteristic	Spring kinder- garten	Spring 1st	Spring 3rd	Difference	Spring kinder- garten	Spring 1st	Spring 3rd	Difference

Total	0.02	0.21	1.36	1.36	†	0.03	0.85	0.85
Sex
Male	0.04	0.32	1.74	1.74	†	0.05	0.81	0.81
Female	†	0.20	1.28	1.28	†	0.04	0.85	0.85
Difference	0.04	0.38	2.16	2.16	†	0.06	1.17	1.17
Race/ethnicity
Asian/Pacific Islander	0.03	1.10	3.19	3.19	†	0.09	2.72	2.72
Black	†	0.15	1.63	1.63	†	†	0.96	0.96
White	0.03	0.30	1.74	1.74	†	0.05	1.07	1.07
Other	0.07	0.54	4.79	4.79	†	0.07	2.38	2.38
Hispanic	†	0.27	2.50	2.50	†	0.02	1.28	1.28
Family risk factors
Zero	0.03	0.30	1.64	1.64	†	0.05	1.00	1.00
One	†	0.29	1.77	1.77	†	0.04	1.02	1.02
Two or more	†	0.20	1.52	1.52	†	0.02	0.68	0.68
Difference	0.03	0.36	2.24	2.24	†	0.05	1.21	†

† Not applicable.
SOURCE: Rathbun, A., and West, J. (2004).From Kindergarten Through Third Grade: Children’s Beginning School Experiences (NCES 2004–007), table A-11a and previously unpublished tabulation (November 2004). Data from U.S. Department of Education, National Center for Education Statistics, Early Childhood Longitudinal Study, Kindergarten Class of 1998 (ECLS–K), Longitudinal Kindergarten-First Grade Public-Use Data File and Third Grade Restricted-Use Data File.