Child is Hispanic x has Limited -0.13 -0.14 English Proficiency Child Incidence’ Designation ‘High 3.57** 3.58** x eligible for FRPL Child another Disability Designation 2.75** 2.75** x eligible for FRPL Child Incidence’ Designation ‘High -1.56** -1.56** x Child is Female Child another Disability Designation -1.10** -1.10** x Child is Female * p<0.05; ** p<0.01 Table 5b. District-level and cross-level interaction coefficients and level of statistical significance in a taxonomy of selected fitted multilevel regression models predicting performance on the MCAS mathematics assessment for 8th grade students, nested in traditional school districts, 8th grade students nested in 239 school districts n=68,775 (random effects at the district level) . Model 5.1 Model 5.2 Model 5.3 Model 5.4 Model 5.5 Main Effects District Percent Students with ‘High 0.02 -0.20 -0.35 0.08* 0.53 Incidence’ Disability Designation District % Students with ‘High -0.04 Incidence’ Designation (Squared) District % Students with ‘High 0.00* Incidence’ Designation (Cubed) District Level of Inclusion 0.17** 0.10 -0.06 -0.00 -0.02 District Median Family Income (MFI), 0.75** 0.75** 2.59** in units of $10,000 District MFI, in of $10,000 -0.09** (Squared) District Student-Teacher Ratio -0.11 District Participates in 1.21* 1.32** 1.02* Program District Percent Students with 0.17** 0.18** 0.12** Limited English Proficiency District Percent Students eligible for -0.09** -0.09** -0.02 FRPL (log2) District is 0.83 ‘City’ District is -0.05 ‘Town’ District is -0.14 ‘Rural’ District-Level Interactions District % Students with ‘High Incidence’ Designation x District 0.00 0.01 Level of Inclusion Interactions Child Incidence’ Designation ‘High 0.12** 0.15** 0.12** 0.12** x District % Incidence’ ‘High
Child is Hispanic x has Limited English Proficiency -0.13 -0.14 Child ‘High Incidence’ Designation x eligible for FRPL 3.57** 3.58** Child another Disability Designation x eligible for FRPL 2.75** 2.75** Child ‘High Incidence’ Designation x Child is Female -1.56** -1.56** Child another Disability Designation x Child is Female -1.10** -1.10** * p<0.05; ** p<0.01 Table 5b. District-level and cross-level interaction coefficients and level of statistical significance in a taxonomy of selected fitted multilevel regression models predicting performance on the MCAS mathematics assessment for 8th grade students, nested in traditional school districts, n=68,775 8th grade students nested in 239 school districts (random effects at the district level) . Model 5.1 Model 5.2 Model 5.3 Model 5.4 Model 5.5 Main Effects District Percent Students with ‘High Incidence’ Disability Designation 0.02 -0.20 -0.35 0.08* 0.53 District % Students with ‘High Incidence’ Designation (Squared) -0.04 District % Students with ‘High Incidence’ Designation (Cubed) 0.00* District Level of Inclusion 0.17** 0.10 -0.06 -0.00 -0.02 District Median Family Income (MFI), in units of $10,000 0.75** 0.75** 2.59** District MFI, in of $10,000 (Squared) -0.09** District Student-Teacher Ratio -0.11 District Participates in Program 1.21* 1.32** 1.02* District Percent Students with Limited English Proficiency 0.17** 0.18** 0.12** District Percent Students eligible for FRPL (log2) -0.09** -0.09** -0.02 District is ‘City’ 0.83 District is ‘Town’ -0.05 District is ‘Rural’ -0.14 District-Level Interactions District % Students with ‘High Incidence’ Designation x District Level of Inclusion 0.00 0.01 Interactions Child ‘High Incidence’ Designation x District % ‘High Incidence’ 0.12** 0.15** 0.12** 0.12**