Information sharing between teachers and early education programs during school entry in Norway: associations with children’s school adjustment and success in the first year

International Journal of Child Care and Education Policy

Table 2 Multivariate regression models showing association between first grade teacher’s contact with preschool centers and child outcomes

Direct effects	Initial social adjustment	Initial academic adjustment	General motivation	Communication skills	Academic skills	Externalizing behaviors	Social skills
Direct effects	Coef. (SE) [OR (CI)]	Coef. (SE) [OR (CI)]	Coef. (SE) [OR (CI)]	Coef. (SE)	Coef. (SE)	Coef. (SE)	Coef. (SE)
No contact (omitted)
Contact about curriculum/general info	0.23 (0.21) [1.26 (0.84 to 1.88)]	0.32 (0.26) [1.37 (0.82 to 2.30)]	0.13 (0.30) [1.14 (0.63 to 2.05)]	0.08 (0.06)	0.07 (0.13)	− 0.05 (0.05)	− 0.01 (0.07)
Contact about specific child	− 0.46 (0.29) [0.63 (0.36 to 1.13)]	− 0.37 (0.37) [0.69 (0.33 to 1.43)]	− 0.36 (0.29) [0.70 (0.39 to 1.23)]	− 0.03 (0.05)	− 0.10 (0.13)	− 0.03 (0.07)	0.02 (0.06)
Contact about both	0.41* (0.17) [1.51 (1.09 to 2.09)]	0.32 (0.19) [1.38 (0.94 to 2.01)]	− 0.28 (0.17) [0.75 (0.54 to 1.06)]	− 0.07 (0.04)⁺	− 0.07 (0.08)	0.03 (0.04)	− 0.02 (0.04)

Regression results aggregated across 20 imputed datasets; all models included child, family, school, and teacher covariates noted in Table 1. Coefficients upon request. Models adjusted for clustering by school identifier
n = 932; *** p < 0.001, ** p < 0.01, * p < 0.05, ⁺ p < 0.10