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Appendix A: Tables
List of Executive Summary Figures |
Figure A |
Mean reading scale scores for fall 1998 first-time kindergartners,
by time of assessment and number of family risk factors: Fall
1998, spring 1999, spring 2000, and spring 2002 |
Figure B |
Mean mathematics scale scores for fall 1998 first-time kindergartners,
by time of assessment and number of family risk
factors: Fall 1998, spring 1999, spring 2000, and spring 2002 |
Figure C |
Mean scale scores for fall 1998 first-time kindergartners in spring
of third grade, by subject area and race/ethnicity: Spring 2002 |
Figure D |
Percent of fall 1998 first-time kindergartners demonstrating
specific reading knowledge and skills in spring of third grade, by
school type: Spring 2002 |
Figure E |
Percent of fall 1998 first-time kindergartners demonstrating
specific mathematics knowledge and skills in spring of third grade,
by school type: Spring 2002 |
Figure F |
Mean scale scores for fall 1998 first-time kindergartners?
perceptions of problem behaviors they exhibit in third grade, by
number of family risk factors: Spring 2002 |
List of Text Figures |
Figure 1 |
Mean reading scale scores for fall 1998 first-time kindergartners,
by time of assessment: Fall 1998, spring 1999, spring 2000, and
spring 2002 |
Figure 2 |
Mean mathematics scale scores for fall 1998 first-time kindergartners,
by time of assessment: Fall 1998, spring 1999, spring
2000, and spring 2002 |
Figure 3 |
Mean reading scale scores for fall 1998 first-time kindergartners,
by time of assessment and number of family risk factors: Fall
1998, spring 1999, spring 2000, and spring 2002 |
Figure 4 |
Mean mathematics scale scores for fall 1998 first-time kindergartners,
by time of assessment and number of family risk factors:
Fall 1998, spring 1999, spring 2000, and spring 2002 |
Figure 5 |
Mean scale scores for fall 1998 first-time kindergartners in spring
of third grade, by subject area and race/ethnicity: Spring 2002 |
Figure 6 |
Mean scale scores for fall 1998 first-time kindergartners in spring
of third grade, by subject area and school type: Spring 2002 |
Figure 7 |
Percent of fall 1998 first-time kindergartners demonstrating
specific reading knowledge and skills, by time of assessment:
Fall 1998, spring 1999, spring 2000, and spring 2002 |
Figure 8 |
Percent of fall 1998 first-time kindergartners demonstrating
specific reading knowledge and skills in spring of third grade,
by race/ethnicity: Spring 2002 |
Figure 9 |
Percent of fall 1998 first-time kindergartners demonstrating
specific reading knowledge and skills in spring of third grade, by
school type: Spring 2002 |
Figure 10 |
Percent of fall 1998 first-time kindergartners demonstrating
specific mathematics knowledge and skills, by time of assessment:
Fall 1998, spring 1999, spring 2000, and spring 2002 |
Figure 11 |
Percent of fall 1998 first-time kindergartners demonstrating
specific mathematics knowledge and skills in spring of third
grade, by race/ethnicity: Spring 2002 |
Figure 12 |
Percent of fall 1998 first-time kindergartners demonstrating
specific mathematics knowledge and skills in spring of third
grade, by school type: Spring 2002 |
Figure 13 |
Mean scale scores for fall 1998 first-time kindergartners?
perceptions of problem behaviors they exhibit in spring of third
grade, by number of family risk factors: Spring 2002 |
Figure 14 |
Mean scale scores for fall 1998 first-time kindergartners?
perceptions of their competence and interest in reading and
mathematics in spring of third grade, by their spring third-grade
reading and mathematics achievement status: Spring 2002 |
List of Text Tables |
Table 1 |
Percentage distribution of fall 1998 first-time kindergartners in
the analytic report sample and the full ECLS-K sample, by child?s
sex, race/ethnicity, and number of family risk factors: Fall 1998 |
Table 2 |
Percentage distribution of fall 1998 first-time kindergartners in
the ECLS-K sample over the first 4 years of school, by selected
family and school characteristics: Fall 1998, spring 1999, spring
2000, and spring 2002 |
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List of Appendix A Tables |
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Standard Errors for Main Text Tables |
Table A-1a |
Standard errors of the percentage distribution of fall 1998
first-time kindergartners in the analytic report sample and the
full ECLS-K sample, by child?s sex, race/ethnicity, and number of
family risk factors: Fall 1998 |
Table A-2a |
Standard errors of the percentage distribution of fall 1998 first-time
kindergartners in the ECLS-K sample over the first 4 years of school, by selected family and school characteristics: Fall 1998, spring 1999, spring 2000, and spring 2002 |
Supplementary Tables |
Table A-3 |
Percentage distribution of family risk factors for fall 1998 firsttime
kindergartners, by selected child, family, and early school
experience characteristics: Academic year 1998?99 |
Table A-3a |
Standard errors of the percentage distribution of family risk
factors for fall 1998 first-time kindergartners, by selected child,
family, and early school experience characteristics: Academic
year 1998?99 |
Table A-4 |
Mean reading scale scores for fall 1998 first-time kindergartners,
by time of assessment and selected child, family, and early
school experience characteristics: Fall 1998, spring 1999, spring
2000, and spring 2002 |
Table A-4a |
Standard errors of the mean reading scale scores for fall 1998
first-time kindergartners by time of assessment and child, family,
and early school experience characteristics: Fall 1998, spring
1999, spring 2000, and spring 2002 |
Table A-5 |
Mean mathematics scale scores for fall 1998 first-time kindergartners,
by time of assessment and selected child, family, and
early school experience characteristics: Fall 1998, spring 1999,
spring 2000, and spring 2002 |
Table A-5a |
Standard errors of the mean mathematics scale scores for fall
1998 first-time kindergartners, by time of assessment and child,
family, and early school experience characteristics: Fall 1998,
spring 1999, spring 2000, and spring 2002 |
Table A-6 |
Regression of fall 1998 first-time kindergartners? reading and
mathematics gains from the fall of kindergarten to the spring
of third grade on selected child, family, and early school
experience characteristics: Fall 1998 and spring 2002 |
Table A-7 |
Mean science scale scores for fall 1998 first-time kindergartners
in spring of third grade, by selected child, family, and
early school experience characteristics: Spring 2002 |
Table A-7a |
Standard errors of the mean science scale scores for fall 1998
first-time kindergartners in spring of third grade, by selected
child, family, and early school experience characteristics:
Spring 2002 |
Table A-8 |
Regression of fall 1998 first-time kindergartners? spring of third
grade reading, mathematics, and science achievement on
lected child, family, and early school experience characteristics:
Spring 2002 |
Table A-9 |
Percentage of fall 1998 first-time kindergartners demonstrating
specific reading knowledge and skills in spring of first and
third grade, by grade level and selected child, family, and
early school experience characteristics: Spring 2000 and
spring 2002 |
Table A-9a |
Standard errors of the percentage of fall 1998 first-time kindergartners
demonstrating specific reading knowledge and skills in
spring of first and third grade, by grade level and selected
child, family, and early school experience characteristics:
Spring 2000 and spring 2002 |
Table A-10 |
Regression of fall 1998 first-time kindergartners? probability
of demonstrating specific reading knowledge and skills in
spring of third grade on selected child, family, and early
school experience characteristics: Spring 2002 |
Table A-11 |
Percentage of fall 1998 first-time kindergartners demonstrating
specific mathematics knowledge and skills in spring of first
and third grade, by grade level and selected child, family, and
early school experience characteristics: Spring 2000 and
spring 2002 |
Table A-11a |
Standard errors of the percentage of fall 1998 first-time kindergartners
demonstrating specific mathematics knowledge and
skills in spring of first and third grade, by grade level and
selected child, family, and early school experience characteristics:
Spring 2000 and spring 2002 |
Table A-12 |
Regression of fall 1998 first-time kindergartners? probability of
demonstrating specific mathematics knowledge and skills in
spring of third grade on selected child, family, and early
school experience characteristics: Spring 2002 |
Table A-13 |
Mean scale scores for fall 1998 first-time kindergartners?
perceptions about their school experiences, peer relationships,
and problem behaviors in spring of third grade, by selected
child, family, and early school experience characteristics:
Spring 2002 |
Table A-13a |
Standard errors of the mean scale scores for fall 1998 firsttime
kindergartners? perceptions about their school
experiences, peer relationships, and problem behaviors in
spring of third grade, by selected child, family, and early
school experience characteristics: Spring 2002 |
Table A-14 |
Regression of fall 1998 first-time kindergartners? perceptions
about their school experiences, peer relationships, and
problem behaviors in spring of third grade on selected child,
family, and early school experience characteristics: Spring
2002 |
Table A-15 |
Mean scale scores for fall 1998 first-time kindergartners?
perceived competence and interest in reading, mathematics,
and school subjects in spring of third grade, by their spring
third-grade reading, mathematics, and science achievement
scores: Spring 2002 |
Table A-15a |
Standard errors of the mean scale scores for fall 1998 firsttime
kindergartners? perceived competence and interest in
reading, mathematics, and all school subjects in spring of
third grade, by their spring third-grade reading, mathematics,
and science achievement scores: Spring 2002 |
Table A-16 |
Regression of fall 1998 first-time kindergartners? reading and
mathematics perceptions in spring of third grade on their
spring third-grade achievement scores and selected child,
family, and early school experience characteristics: Spring
2002 |
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