Table 9. Coefficients from an ordinary least squares (OLS) regression of 12th-grade proficiency probability mathematics scores, by characteristic: 2002 and 2004

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Table 9. Coefficients from an ordinary least squares (OLS) regression of 12th-grade proficiency probability mathematics scores, by characteristic: 2002 and 2004
	Level 1			Level 2			Level 3			Level 4			Level 5
Characteristic	Co- efficient		Standard error	Co- effi- cient		Standard error	Co- effi- cient		Standard error	Co- effi- cient		Standard error	Co- effi- cient		Standard error
10th-grade level proficiency	0.43	*	0.018	0.72	*	0.011	0.66	*	0.010	0.82	*	0.011	1.01	*	0.056

Sex
Female (reference)	†		†	†		†	†		†	†		†	†		†
Male	#		†	#		†	–0.01		0.007	–0.03	*	0.006	–0.02	*	0.003

Race/ethnicity
White (reference)	†		†	†		†	†		†	†		†	†		†
Black	–0.01		0.004	–0.02	*	0.010	–0.10	*	0.013	–0.10	*	0.008	–0.02	*	0.003
Hispanic	–0.01	*	0.004	–0.01		0.011	–0.05	*	0.012	–0.05	*	0.009	–0.01	*	0.003
Asian	#		†	–0.01		0.011	–0.01		0.012	0.01		0.014	0.02		0.010
American Indian	–0.02		0.024	–0.03		0.030	–0.10	*	0.037	–0.05		0.037	–0.01		0.013
More than one race	#		0.005	0.01		0.013	#		†	–0.01		0.016	–0.01	*	0.007

Socioeconomic status
Quartile 1 (low) (reference)	†		†	†		†	†		†	†		†	†		†
Quartile 2	#		†	#		†	0.02		0.011	0.02	*	0.008	#		†
Quartile 3	0.01		0.003	0.02		0.009	0.06	*	0.011	0.04	*	0.007	0.01	*	0.003
Quartile 4 (high)	#		†	0.02		0.009	0.06	*	0.011	0.07	*	0.009	0.03	*	0.004

School sector
Public (reference)	†		†	†		†	†		†	†		†	†		†
Catholic	#		†	0.01	*	0.005	0.03	*	0.009	0.05	*	0.009	#		†
Other private	#		†	0.01		0.008	0.01		0.014	0.01		0.015	0.02	*	0.010

Family composition
Mother and father (reference)	†		†	†		†	†		†	†		†	†		†
Mother or father and guardian	#		†	–0.01		0.008	–0.01		0.011	–0.02		0.008	#		†
Single parent	#		†	–0.01		0.007	–0.02	*	0.009	–0.01		0.008	#		†
Other	–0.02		0.010	–0.03		0.019	–0.05	*	0.020	–0.05	*	0.013	#		†

Student's educational expectations¹
High school or less (reference)	†		†	†		†	†		†	†		†	†		†
Some college	0.02	*	0.010	0.06	*	0.020	0.06	*	0.023	0.02		0.013	#		†
Bachelor's degree	0.03	*	0.008	0.07	*	0.017	0.12	*	0.020	0.08	*	0.011	0.01	*	0.002
Don't know	0.02	*	0.009	0.05	*	0.018	0.08	*	0.023	0.05	*	0.013	0.01	*	0.004

Course sequence
No mathematics– no mathematics	–0.03	*	0.008	–0.09	*	0.014	–0.15	*	0.018	–0.06	*	0.013	0.01	*	0.002
Geometry–geometry/ no mathematics	#		†	–0.04	*	0.014	–0.10	*	0.018	–0.07	*	0.011	#		†
Geometry–algebra II	0.01		0.004	0.02		0.018	0.02		0.023	–0.01		0.014	#		†
Algebra II–no mathematics (reference)	†		†	†		†	†		†	†		†	†		†
Algebra II– algebra II/trigonometry	0.01		0.003	0.02		0.010	0.04	*	0.015	0.18	*	0.015	0.01	*	0.004
Algebra II– precalculus	0.01		0.003	0.04	*	0.012	0.07	*	0.018	0.09	*	0.016	#		†
Precalculus– no mathematics	0.01		0.004	#		†	0.02		0.016	0.13	*	0.020	0.01		0.009
Precalculus– calculus	#		†	–0.02	*	0.008	–0.01		0.016	0.17	*	0.020	0.11	*	0.020
Precalculus– AP/IB calculus	#		†	–0.02	*	0.007	–0.01		0.013	0.14	*	0.017	0.20	*	0.016
All other patterns	–0.01	*	0.003	–0.04	*	0.008	–0.07	*	0.012	0.03	*	0.010	0.02	*	0.003

Three mathematics courses or less 2002–2004 (reference)	†		†	†		†	†		†	†		†	†		†
More than 3 mathematics courses 2002–2004	0.01	*	0.003	0.02	*	0.007	0.03	*	0.010	0.04	*	0.010	0.01	*	0.006
Constant	0.54	*	0.020	0.23	*	0.022	0.20	*	0.024	0.09	*	0.016	0.01	*	0.005

N	9,456		†	9,456		†	9,456		†	9,456		†	9,456		†
Adjusted R-squared	0.49		†	0.70		†	0.64		†	0.72		†	0.47		†
† Not applicable.
# Rounds to zero.
* p < .05.
¹ Educational expectations of 10th-grade students.
NOTE: Black includes African American, Hispanic includes Latino, Asian includes Native Hawaiian or Other Pacific Islander, and American Indian includes Alaska Native. AP/IB calculus = Advanced Placement/International Baccalaureate calculus. Proficiency Levels are: Level 1—simple arithmetical operations on whole numbers, such as simple arithmetic expressions involving multiplication or division of integers; Level 2—simple operations with decimals, fractions, powers, and roots, such as comparing expressions, given information about exponents; Level 3—simple problem solving, requiring the understanding of low-level mathematical concepts, such as simplifying an algebraic expression or comparing the length of line segments illustrated in a diagram; Level 4—understanding of intermediate-level mathematical concepts and/or multistep solutions to word problems such as drawing an inference based on an algebraic expression or inequality; and Level 5—complex multistep word problems and/or advanced mathematics material such as a two-step problem requiring evaluation of functions.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Longitudinal Study of 2002 (ELS:2002), "Base Year, 2002" and "First Follow-up, 2004."

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