Considering District and School Factors and Their Relationship to ACT Performance in North Carolina: An Examination of the ACT Pilot Results

Table 5

Coefficient and Variance Estimates for Academic Achievement for English, Reading, and Writing.

Fixed effect

English

Reading

Writing

Base Model

Full

Base Model

Full

Base Model

Full

Coefficient

SE

Coefficient

SE

Coefficient

SE

Coefficient

SE

Coefficient

SE

Coefficient

SE

Intercept, 𝛾00

16.17***

0.16

13.84***

0.22

18.03***

0.14

15.91***

0.21

5.97***

0.04

5.42***

0.06

ADM_D^a, 𝛾01

<0.01

<0.01

<0.01

<0.01

<0.01

<0.01

Majority_D^a, 𝛾02

4.49***

0.43

4.39***

0.38

0.84***

0.14

Education^a, 𝛾03

0.1***

0.02

0.09***

0.01

0.02***

<0.01

ADM_S, 𝛾10

<0.01**

<0.01

<0.01***

<0.01

<0.01*

<0.01

Majority, 𝛾20

3.64***

0.98

3.8***

0.89

0.12

0.26

ECHS, 𝛾30

2.25**

0.37

1.97***

0.33

0.49***

<0.11

Wealth, 𝛾40

−2.33**

0.893

−1.7*

0.82

−0.77**

0.25

Performance, 𝛾50

0.09***

0.01

0.08***

0.01

0.03***

<0.01

Variance Components

Intercept variance, 𝑢0

0.75***

0.08

0.27

0.69***

0.08

0.28

0.07***

0.027

0.04***

0.2

ECHS slope, 𝑢3

1.19*

1.1

0.78^∼

0.88

0.06^∼

0.24

level-1 variance, 𝑟

6.23

1.86

1.36

5.32

1.56

1.25

0.37

0.061

0.14

0.037

Deviance (parameters)

2259.93 (2)

1727.38 (4)

2187.44 (2)

1644.59 (4)

941.96 (2)

575.69 (4)

Intraclass Correlation

10.74

4.5

11.48

4.88

15.91

22.22

Note ^∗𝑃<0.05, ^∗∗𝑃<0.01, ^∗∗∗𝑃<0.001, ^∼𝑃<0.1; ^aADM_D, Majority_D, Education are district level variables.