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 5 Math 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 = 579,602 observations)

Demographic characteristic	Model A			Model B
Demographic characteristic	Coefficient	T Statistic	95% CI	Coefficient	T Statistic	95% CI
Received First Class Pre-K	.026*	6.18	.018, .034	.033*	5.03	.020, .045
Time	− .069*	− 32.42	− .074, − .065	− .069*	− 32.15	− .074, − .065
First Class Pre-K × Time	Not included			− .004	− 1.57	− .010, .001
Student in poverty	− .173*	− 66.27	− .179, − .168	− .173*	− 66.28	− .178, − .168
Male	− .052*	− 32.28	− .056, − .050	− .052*	− 32.27	− .056, − .050
Race/ethnicity
Asian	.109*	14.63	.094, .123	.109*	14.63	.094, .123
Black	− .142*	− 38.98	− .149, − .135	− .142*	− 38.98	− .149, − .135
Hispanic	− .083*	− 19.04	− .091, − .074	− .083*	− 19.04	− .091, − .074
Other-multiple	− .023*	− 3.85	− .034, − .011	− .023*	− 3.85	− .035, − .011
School	Absorbed