The persistence of reading and math proficiency: the benefits of Alabama’s pre-kindergarten program endure in elementary and middle school

International Journal of Child Care and Education Policy

Table 4 Reading proficiency (scored level 3 or level 4 of ACT Aspire and Never Retained); 3rd–7th grades; 2014/2015, 2015/2016, 2016/2017 school years (n = 579,729 observations)

Demographic Characteristic	Model A			Model B
Demographic Characteristic	Coefficient	T Statistic	95% CI	Coefficient	T Statistic	95% CI
Received First Class Pre-K	.017*	4.60	.009, .024	.017*	2.95	.005, .028
Time	− .023*	− 14.94	− .025, − .020	− .023*	− 14.77	− .026, − .020
First Class Pre-K × Time	Not included			< .001	.04	− .005, .005
Student in poverty	− .170*	− 67.80	− .175, − .165	− .170*	− 67.80	− .175, − .165
Male	− .079*	− 50.58	− .082, − .076	− .079*	− 50.58	− .082, − .076
Race/ethnicity
Asian	.083*	9.82	.067, .100	.083*	9.82	.067, .100
Black	− .142*	− 41.03	− .149, − .135	− .142*	− 41.02	− .149, − .135
Hispanic	− .127*	− 29.07	− .136, − .119	− .127*	− 29.07	− .136, − .119
Other-multiple	− .023*	− 4.04	− .035, − .012	− .023*	− 4.04	− .035, − .012
School	Absorbed