+-----------------------------------------------------------------------+
| # Appendix 6.1: Detailed Outcome Tables                               |
+-----------------------------------------------------------------------+

This Appendix presents graphs comparing various Even Start and control
group outcome measures at pretest and posttest. For ease of reading, the
graphs have been constructed so that only a portion of the full range of
data is shown. The small differences between Even Start and control
groups at pretest, or at posttest, may sometimes look large because of
the way they are presented. Unless otherwise indicated, these
differences are not statistically significant. The Appendix includes the
following sets of graphs:

-   Child outcomes

    -   PPVT

    -   Woodcock-Johnson

    -   Story & Print Concepts

    -   Social skills rating system

    -   Vineland

    -   School records

-   Parent report of child literacy

-   Parent outcomes

    -   Woodcock-Johnson

    -   Parent education, GED attainment, employment, income

-   Parent report of parent literacy at home

-   Parent report of parent-child reading

-   Parent report of literacy resources at home

-   Parent report of parent support of child's school

-   Comparison of pretest parent report data for EDS and ESPIRS samples

**[Child Outcomes]{.smallcaps}**

-   **PPVT**

-   **Woodcock-Johnson**

-   **Story & Print Concepts**

-   **Social skills rating system**

-   **Vineland**

-   **School records**

![](media/image1.wmf)

-   **PPVT: Measures listening comprehension for spoken works. It
    assesses children's knowledge of the meaning of words by asking them
    to say or point to which of four pictures best shows the meaning of
    a word that is said aloud.**

-   **Even Start children gain from pretest to posttest (4.0 points or
    .27 std dev)**

-   **Control children gain (3.6 points or .24 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.86)**

-   **At posttest, Even Start children score at the 6^th^ and Controls
    at the 8^th^ percentile**

-   **When we delete Even Start children with no ECE (24 of 111 children
    were deleted) the gain for Even Start children is larger (5.4 points
    or .36 std dev), but still no significant difference between Even
    Start and control gains**

-   **Head Start children (from the FACES study) gain 4.2 points over a
    year**

![](media/image2.wmf)

-   **Letter-Word Identification: The first five items involve symbolic
    learning, or the ability to match a rebus (pictographic
    representation of a word) with an actual picture of the object. The
    remaining items measure reading skills in identifying isolated
    letters and words that appear in large type.**

-   **Even Start children gain from pretest to posttest (7.8 points or
    .32 std dev)**

-   **Control children gain (10.5 points or .43 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.32)**

-   **At posttest, Even Start children score at the 23^rd^ and Controls
    at the 27^th^ percentile**

-   **At posttest, Even Start and Control children score below grade
    K.0**

-   **W-scores are equal-interval scores. Like a ruler; the same scale
    is used for children of all ages. Standard scores are like using a
    different ruler for children of different ages.**

![](media/image3.wmf)

-   **Dictation: The first six items measure prewriting skills such as
    drawing lines and copying letters. The remaining items measure the
    child's skill in providing written responses to questions requiring
    knowledge of letter forms, spelling, punctuation, capitalization and
    word usage.**

-   **Even Start children gain from pretest to posttest (25.5 points or
    .76 std dev)**

-   **Control children gain (20.8 points or .62 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.49)**

-   **At posttest, Even Start children score at the 14^th^ and Controls
    at the 16^th^ percentile**

-   **At posttest, Even Start and Control children score below grade
    K.0**

![](media/image4.wmf)

-   **Applied Problems: Measures skill in analyzing and solving
    practical math problems. Child must recognize the procedure to be
    followed and then perform simple counting or addition or subtraction
    operations.**

-   **Even Start children gain from pretest to posttest (17.0 points or
    .80 std dev)**

-   **Control children gain (24.6 points or 1.15 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.06)**

-   **At posttest, Even Start children score at the 19^th^ and Controls
    at the 32^nd^ percentile**

-   **At posttest, Even Start and Control children score below grade
    K.0**

![](media/image5.wmf)

-   **Incomplete Words: A tape-recorded test that measures auditory
    processing. After hearing a recorded word that has one or more
    phonemes missing, the child identifies the complete word.**

-   **Even Start children gain from pretest to posttest (10.2 points or
    .54 std dev)**

-   **Control children gain (19.5 points or 1.03 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.08)**

-   **At posttest, Even Start children score at the 15^th^ and Controls
    at the 30^th^ percentile**

-   **At posttest, Even Start and Control children score below grade
    K.0**

![](media/image6.wmf)

-   **Sound Blending: Measures the ability to integrate and then say
    whole words after hearing parts (syllables and/or phonemes) of the
    words. Not given if under age 4.**

-   **Even Start children gain from pretest to posttest (12.4 points or
    .72 std dev)**

-   **Control children gain (10.6 points or .62 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.62)**

-   **At posttest, Even Start children score at the 24^th^ and Controls
    at the 32^nd^ percentile**

-   **At posttest, Even Start children score at grade K.2 and Controls
    at grade K.2**

![](media/image7.wmf)

-   **Early Development Skills Cluster: A cluster of scores that
    provides a quick assessment of broad achievement. Sum of Letter-Word
    ID, Dictation and Applied Problems.**

-   **Even Start children gain from pretest to posttest (17.5 points or
    .78 std dev)**

-   **Control children gain (19.2 points or .85 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.62)**

-   **At posttest, Even Start children score at the 12^th^ and Controls
    at the 17^th^ percentile**

-   **At posttest, Even Start and Control children score below grade
    K.0**

![](media/image8.wmf)

-   **Story & Print Concepts: Taken from FACES battery of measures. The
    child is read a story and asked basic questions about both the
    content of the story and the mechanics of reading. Maximum total
    score is 11.**

-   **Even Start children gain from pretest to posttest (0.74 points or
    .23 std dev)**

-   **Control children gain (0.94 points or .29 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.61)**

![](media/image9.wmf)

-   **Teachers need to become familiar with children in order to
    complete these rating scales, hence SSRS data were collected only at
    posttest.**

-   **Social Skills: 30 items that ask the teacher to rate the child on
    a three-point scale (never, sometimes, very often). Measures
    cooperation, assertion and self-control. A high score indicates
    better social skills.**

-   **Problem Behavior: 18 items (10 for the preschool version) that ask
    the teacher to rate the child on a three-point scale (never,
    sometimes, very often). Measures internalizing behaviors (acting sad
    or lonely), externalizing behaviors (acting out), and hyperactivity
    (not in the preschool version). A high score indicates more
    problematic behaviors.**

-   **Even Start children scored better than Control children on the
    Social Skills scale at both the preschool and elementary levels,
    although the differences are not statistically significant.**

-   **Even Start children scored better than Control children on the
    Problem Behavior scale at the elementary level (5.3 points or .35
    std dev, p\<.09). This difference is statistically significant and
    indicates that in elementary school, Even Start children exhibit
    fewer problematic behaviors than Control children.**

![](media/image10.wmf)

-   **Teachers need to become familiar with children in order to
    complete the Vineland, hence data were collected only at posttest.**

-   **Vineland Communication Standard Score: This scale consists of 63
    items that provide an assessment of literacy functioning.**

-   **Even Start children score at the same level as Control children.**

![](media/image11.wmf)

-   **Data were taken from school records on days attended, days absent,
    days tardy, and referral to special education or presence of an
    IEP**

-   **N for % days attended: ES = 83, C = 22**

-   **N for % days absent: ES = 75, C = 25**

-   **N for % ever tardy: ES = 49, C = 16**

-   **N for % in special education: ES = 97, C = 28**

-   **No significant difference between Even Start and Control children
    on any of these variables at the preschool level**

![](media/image12.wmf)

-   **Data were taken from school records on days attended, days absent,
    days tardy, and referral to special education or presence of an
    IEP**

-   **N for % days attended: ES = 37, C = 17**

-   **N for % days absent: ES = 37, C = 19**

-   **N for % ever tardy: ES = 23, C = 8**

-   **N for % in special education: ES = 39, C = 19**

-   **No significant difference between Even Start and Control children
    on any of these variables at the elementary level**

**[Parent Report of Child Literacy]{.smallcaps}**

-   **Child knows alphabet**

-   **Child counts to 100**

-   **Child knows colors**

-   **Extent child reads (age \<2,6 years)**

-   **Extent child reads (age \>2,6 years)**

-   **Age-appropriate writing skills**

-   **Child knows print concepts**

![](media/image13.wmf)

-   **Even Start children gain from pretest to posttest (4.29%)**

-   **Control children gain (9.65%)**

-   **No significant difference between Even Start and control gains
    (p\<.24)**

![](media/image14.wmf)

-   **Even Start children gain from pretest to posttest (6.29%)**

-   **Control children gain (10.13%)**

-   **No significant difference between Even Start and control gains
    (p\<.29)**

![](media/image15.wmf)

-   **Even Start children gain from pretest to posttest (17.20%)**

-   **Control children gain (14.29%)**

-   **No significant difference between Even Start and control gains
    (p\<.88)**

![](media/image16.wmf)

-   **Extent to Which Child Reads (age 0,0 -- 2,6): Has values from 0
    to 4. Value increases by 1 if child pretends to read, has memorized
    book, pretends to read to someone else, has favorite book.**

-   **Even Start children gain from pretest to posttest (1.04 points or
    .95 std dev)**

-   **Control children gain (1.04 points or .95 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.99)**

![](media/image17.wmf)

-   **Extent to Which Child Reads (age 2,7 -- 7.,11): Has values from 0
    to 9. Value increases by 1 if child pretends to read, reads for
    enjoyment, has memorized book, has favorite book, can follow written
    directions, can describe something learned through reading, rereads
    sentences, reads/pretends to read to someone else, recognizes own
    first name in writing/print.**

-   **Even Start children gain from pretest to posttest (0.65 points or
    .29 std dev)**

-   **Control children gain (0.25 points or .11 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.14)**

![](media/image18.wmf)

-   **Age-Appropriate Writing Skills: Has values from 0 to 2. Value
    increases by 1 if child pretends to write, writes some letters of
    the alphabet.**

-   **Even Start children gain from pretest to posttest (0.22 points or
    .33 std dev)**

-   **Control children gain (0.24 points or .36 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.74)**

![](media/image19.wmf)

-   **Child Knowledge of Print Concepts: Has values from 0 to 9. Value
    increases by 1 if child shows front of book, child shows page where
    you start, child shows where to start on page, child shows a
    picture, child shows a word, child shows last letter in a word,
    child shows a number, child shows a period, child shows a question
    mark.**

-   **Even Start children gain from pretest to posttest (0.41 points or
    .21 std dev)**

-   **Control children gain (0.31 points or .16 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.78)**

**[Parent Outcomes]{.smallcaps}**

-   **Woodcock-Johnson**

-   **Parent education level**

-   **Parent GED attainment**

-   **Parent employment**

-   **Annual household income**

![](media/image20.wmf)

-   **Letter-Word Identification: The first five items involve symbolic
    learning, or the ability to match a rebus (pictographic
    representation of a word) with an actual picture of the object. The
    remaining items measure reading skills in identifying isolated
    letters and words that appear in large type.**

-   **Even Start adults gain from pretest to posttest (4.4 points or .21
    std dev)**

-   **Control adults gain (5.4 points or .25 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.71)**

-   **At posttest, Even Start adults score at the 5^th^ and Controls at
    the 8^th^ percentile**

-   **At posttest, Even Start adults score at grade 5.4 and Controls at
    grade 6.0**

![](media/image21.wmf)

-   **Passage Comprehension: The first four items are presented in a
    multiple-choice format requiring the adult to point to the picture
    represented by a phrase. The remaining items measure skill in
    reading a short passage and identifying a missing key word.**

-   **Even Start adults gain from pretest to posttest (3.6 points or .22
    std dev)**

-   **Control adults gain (4.3 points or .27 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.77)**

-   **At posttest, Even Start adults score at the 2^nd^ and Controls at
    the 2^nd^ percentile**

-   **At posttest, Even Start adults score at grade 3.0 and Controls at
    grade 3.4**

![](media/image22.wmf)

-   **Word Attack: Measures skill in applying phonic and structural
    analysis skills to the pronunciation of unfamiliar printed words.
    Adult reads aloud letter combinations that are linguistically
    logical but that form nonsense words.**

-   **Even Start adults gain from pretest to posttest (5.4 points or .40
    std dev)**

-   **Control adults gain (4.5 points or .33 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.65)**

-   **At posttest, Even Start adults score at the 14th and Controls at
    the 18th percentile**

-   **At posttest, Even Start adults score at grade 3.8 and Controls at
    grade 4.3**

![](media/image23.wmf)

-   **Reading Vocabulary: Measures skill in reading words and supplying
    appropriate meanings. In Synonyms, the adult must state a word
    similar in meaning to the word presented. In Antonyms, the adult
    must state a word that is opposite in meaning to the word
    presented.**

-   **Even Start adults gain from pretest to posttest (2.4 points or .15
    std dev)**

-   **Control adults gain (1.6 points or .10 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.56)**

-   **At posttest, Even Start adults score at the 1^st^ and Controls at
    the 2^nd^ percentile**

-   **At posttest, Even Start adults score at grade 3.3 and Controls at
    grade 3.9**

![](media/image24.wmf)

-   **Reading Comprehension Cluster: A cluster of scores that provides a
    measure of reading comprehension skills that includes both
    comprehension of single-word stimuli and context-embedded stimuli.
    Sum of Passage Comprehension and Reading Vocabulary.**

-   **Even Start adults gain from pretest to posttest (3.0 points or .20
    std dev)**

-   **Control adults gain (3.0 points or .20 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.99)**

-   **At posttest, Even Start adults score at the 2nd and Controls at
    the 2nd percentile**

-   **At posttest, Even Start adults score at grade 3.2 and Controls at
    grade 3.7**

![](media/image25.wmf)

-   **Basic Reading Skills Cluster: A cluster of scores that provides a
    measure of basic reading skills that includes both sight vocabulary
    and the ability to apply phonic and structural analysis skills. Sum
    of Letter-Word Identification and Word Attack.**

-   **Even Start adults gain from pretest to posttest (4.9 points or .33
    std dev)**

-   **Control adults gain (5.3 points or .35 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.83)**

-   **At posttest, Even Start adults score at the 8th and Controls at
    the 12th percentile**

-   **At posttest, Even Start adults score at grade 4.6 and Controls at
    grade 5.3**

![](media/image26.wmf)

-   **Even Start adults gain minimally from pretest to posttest (0.09
    years or .03 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.12)**

![](media/image27.wmf)

-   **Even Start and control adults lose minimally from pretest to
    posttest (due to reporting error)**

-   **No significant difference between Even Start and control gains**

![](media/image28.wmf)

-   **Even Start parents gain 7.1 percentage points**

-   **Control parents gain 13.5 percentage points**

-   **No significant difference between Even Start and control gains**

![](media/image29.wmf)

-   **Income Category: 1=\< \$3,000, 2=\$3,000-\$5,999,
    3=\$6,000-\$8,999, 4=\$9,000-\$11,999, 5=\$12,000-\$14,999,
    6=\$15,000-\$19,999, 7=\$20,000-\$25,000, 8= \> \$25,000**

-   **Even Start adults gain from pretest to posttest (0.08 points or
    .04 std dev)**

-   **Control adults gain (0.10 points or .05 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.91)**

**[Parent Report of Parent Literacy at Home]{.smallcaps}**

-   **Variety of parent reading**

-   **Variety of parent writing**

![](media/image30.wmf)

-   **Variety of Parent Reading at Home: Has values from 0 to 12. Value
    increases by 1 if parent reads letters or bills, advertisements,
    street signs, books, newspapers, labels on food, coupons, notes from
    teacher or school, magazines, TV Guide, instructions, religious
    materials**

-   **Even Start parents gain from pretest to posttest (0.25 points or
    .09 std dev)**

-   **Control parents also gain (0.65 points or .24 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.22)**

![](media/image31.wmf)

-   **Variety of Parent Writing at Home: Has values from 0 to 11. Value
    increases by 1 if parent writes appointments on calendar, grocery
    lists, notes or memos, forms or applications, letters, checks or
    money orders, greeting cards, crossword puzzles, journal or diary,
    recipes, stories or poems.**

-   **Even Start parents gain from pretest to posttest (0.88 points or
    .38 std dev)**

-   **Control parents also gain (0.57 points or .24 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.25)**

**[Parent Report of Parent-Child Reading]{.smallcaps}**

-   **Parent reads to child daily**

-   **Amount of reading to/with child**

-   **Variety of reading to/with child**

-   **Quality of reading to/with child**

![](media/image32.wmf)

-   **Percent of Even Start families that read to child daily is lower
    at posttest (-2.5%)**

-   **Same pattern for Control families (-7.3%)**

-   **No significant difference between Even Start and control gains
    (p\<.30)**

![](media/image33.wmf)

-   **Amount of Reading to/with Child: Has values from 0 to 3. Value
    increases by 1 if parent reads to child every day, someone else
    reads to child every day, parent tells story to child every day.**

-   **Even Start families stay constant from pretest to posttest (-.02
    points or -.02 std dev)**

-   **Control families do less reading with child at posttest (-0.6
    points or -.08 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.67)**

![](media/image34.wmf)

-   **Variety of Reading to/with Child: Has values from 0 to 5. Value
    increases by 1 if parent does the following to/with child: reads
    newspapers, reads magazines, reads store catalogs, reads funnies or
    comic books, reads TV listings.**

-   **Even Start families gain from pretest to posttest (0.10 points or
    .07 std dev)**

-   **Control families also gain (0.19 points or .14 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.60)**

![](media/image35.wmf)

-   **Quality of Reading to/with Child: Has values from 0 to 5. Value
    increases by 1 if when reading to child, parent stops and asks what
    is in picture, stops and points out letters, stops and asks what
    happens next, reads the same story over and over, asks child to
    read.**

-   **Even Start families gain from pretest to posttest (0.47 points or
    .29 std dev)**

-   **Control families also gain (0.56 points or .34 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.58)**

**[Parent Report of Literacy Resources at Home]{.smallcaps}**

-   **Number of books that child has**

-   **Variety of non-print resources in the home**

-   **Variety of print resources in the home**

![](media/image36.wmf)

-   **Number of Books that Child Has: Has values from 0 to 5. 0 = no
    books, 1 = 1 or 2 books, 2 = 3 to 10 books, 3 = 11 to 25 books, 4 =
    26 to 50 books, 5 = 51+ books.**

-   **Even Start children gain from pretest to posttest (0.31 points or
    .27 std dev)**

-   **Control children gain (0.35 points or .30 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.74)**

![](media/image37.wmf)

-   **Variety of Non-Print Resources in the Home: Has values from 0
    to 16. Value increases by 1 if the following are available at home:
    rattle or squeak toys, pull toys, crayons and paper, scissors,
    blocks, scotch tape, tinkertoys, puzzles or paint or magic markers,
    picture catalogs, yarn or thread or cloth, clay or playdough,
    make-believe toys, plants in pot or garden, pens or pencils,
    typewrite or computer.**

-   **Even Start children gain from pretest to posttest (0.89 points or
    .29 std dev)**

-   **Control children gain (0.93 points or .30 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.89)**

![](media/image38.wmf)

-   **Variety of Print Resources in the Home: Has values from 0 to 5.
    Value increases by 1 if the following are available at home: books,
    magazines, newspapers, TV Guide, comic books.**

-   **Even Start children gain from pretest to posttest (0.26 points or
    .21 std dev)**

-   **Control children gain (0.08 points or .07 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.20)**

**[Parent Report of Parent]{.smallcaps}**

**[Support of Child's School]{.smallcaps}**

-   **Parent participation in school activities**

-   **Parent opinion about school**

![](media/image39.wmf)

-   **Parent Participation in School Activities: Has values from 0
    to 12. Value increases by 1 if parent does following activities: has
    conference with a teacher, observes classroom activities, attends a
    school event, attends an after-school program, meets with PTA,
    attends a parent advisory committee meeting, helps with fundraising
    activities, volunteers in school office or library, volunteers in
    children's classroom, volunteers for school trips, works as a paid
    employee, serves on preschool committee.**

-   **Even Start parents gain from pretest to posttest (1.25 points or
    .64 std dev)**

-   **Control parents also gain (1.55 points or .80 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.57)**

![](media/image40.wmf)

-   **Parent Opinion About Child's School: Has values from 0 to 14.
    Value increases by 1 if parent agrees with the following: school
    places priority on learning, school assigns homework that is
    worthwhile, child is challenged at school, child is treated fairly
    at school, school standards are realistic, child is respected by
    teacher, parent is respected by teacher, parent would select this
    school, child gets needed help at school, school is a safe place, it
    is important for parents to participate in school, parents have a
    say in school policy, parents support school policy, school
    maintains discipline.**

-   **Even Start parents have lower opinions about school at posttest
    (-0.18 points or -.06 std dev)**

-   **Control parents do not change (0.00 points or .00 std dev)**

-   **No significant difference between Even Start and control gains
    (p\<.85)**

+--------------------------+---------------------+---------------------+
| **[Exhibit               |                     |                     |
| 6.1.41]{.smallcaps}**    |                     |                     |
|                          |                     |                     |
| **[Comparison of         |                     |                     |
| Parent-Reported Adult    |                     |                     |
| and Child                |                     |                     |
| Outcomes:]{.smallcaps}** |                     |                     |
|                          |                     |                     |
| **[EDS and ESPIRS        |                     |                     |
| Pretest                  |                     |                     |
| Data]{.smallcaps}**      |                     |                     |
+--------------------------+---------------------+---------------------+
| *                        | ## EDS              | **[ES               |
| *[Measure]{.smallcaps}** |                     | PIRS]{.smallcaps}** |
+--------------------------+---------------------+---------------------+
| # Parent                 |                     |                     |
| Report of Child Literacy |                     |                     |
+--------------------------+---------------------+---------------------+
| Child Knows Alphabet (%) | 7.9                 | 14.0\*\*            |
+--------------------------+---------------------+---------------------+
| Child Counts to 100 or   | 6.9                 | 9.2                 |
| More (%)                 |                     |                     |
+--------------------------+---------------------+---------------------+
| Child Knows Colors (%)   | 48.0                | 53.5                |
+--------------------------+---------------------+---------------------+
| Extent Child Reads       | 1.3                 | 1.0\*\*             |
| (\<2,6 yrs)              |                     |                     |
+--------------------------+---------------------+---------------------+
| Extent Child Reads       | 5.0                 | 4.9                 |
| (\>2,6 yrs)              |                     |                     |
+--------------------------+---------------------+---------------------+
| Age-Appropriate Writing  | 1.1                 | 0.8\*\*             |
+--------------------------+---------------------+---------------------+
| Child Knows Print        | 4.1                 | 4.1                 |
| Concepts                 |                     |                     |
+--------------------------+---------------------+---------------------+
| # Parent Report of       |                     |                     |
|  Parent Literacy at Home |                     |                     |
+--------------------------+---------------------+---------------------+
| Variety of Parent        | 7.0                 | 7.3\*               |
| Reading                  |                     |                     |
+--------------------------+---------------------+---------------------+
| Variety of Parent        | 3.2                 | 4.5\*\*             |
| Writing                  |                     |                     |
+--------------------------+---------------------+---------------------+
| # Parent Report          |                     |                     |
|  of Parent-Child Reading |                     |                     |
+--------------------------+---------------------+---------------------+
| Parent Reads to Child    | 30                  | 29                  |
| Daily (%)                |                     |                     |
+--------------------------+---------------------+---------------------+
| Amount of Reading to     | 0.6                 | 0.5                 |
| Child                    |                     |                     |
+--------------------------+---------------------+---------------------+
| Variety of Reading to    | 1.7                 | 1.2\*\*             |
| Child                    |                     |                     |
+--------------------------+---------------------+---------------------+
| Quality of Reading to    | 2.8                 | 2.3\*\*             |
| Child                    |                     |                     |
+--------------------------+---------------------+---------------------+
| # Parent Report of Li    |                     |                     |
| teracy Resources at Home |                     |                     |
+--------------------------+---------------------+---------------------+
| Number of Books Child    | 2.1                 | 2.1                 |
| Has                      |                     |                     |
+--------------------------+---------------------+---------------------+
| Variety of Non-Print     | 9.0                 | 9.0                 |
| Resources                |                     |                     |
+--------------------------+---------------------+---------------------+
| Variety of Print         | 2.8                 | 2.8                 |
| Resources                |                     |                     |
+--------------------------+---------------------+---------------------+
| # P                      |                     |                     |
| arent Report of Parent S |                     |                     |
| upport of Child's School |                     |                     |
+--------------------------+---------------------+---------------------+
| Parent Participation in  | 2.8                 | 2.0\*\*             |
| School                   |                     |                     |
+--------------------------+---------------------+---------------------+
| Parent Opinion about     | 12.8                | 12.8                |
| School                   |                     |                     |
+--------------------------+---------------------+---------------------+
| Notes: \*p\<.05,         |                     |                     |
| \*\*p\<.01. N's vary     |                     |                     |
| from variable to         |                     |                     |
| variable because some    |                     |                     |
| variables are based on   |                     |                     |
| subsets of               |                     |                     |
| parents/children. For    |                     |                     |
| the EDS, n's range from  |                     |                     |
| 51 to 417; for the       |                     |                     |
| ESPIRS, n's range from   |                     |                     |
| 781 to 8,171.            |                     |                     |
+--------------------------+---------------------+---------------------+
| Exhibit reads: In the    |                     |                     |
| EDS sample, parents      |                     |                     |
| reported that 7.9        |                     |                     |
| percent of children knew |                     |                     |
| the entire alphabet.     |                     |                     |
+--------------------------+---------------------+---------------------+