Gabriel Nagy is now at the Leibniz Institute for Science and Mathematics Education (IPN) at the University of Kiel, Germany.
Cumulative Advantages and the Emergence of Social and Ethnic Inequality: Matthew Effects in Reading and Mathematics Development Within Elementary Schools?
Version of Record online: 22 MAY 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc
Volume 83, Issue 4, pages 1347–1367, July/August 2012
How to Cite
Baumert, J., Nagy, G. and Lehmann, R. (2012), Cumulative Advantages and the Emergence of Social and Ethnic Inequality: Matthew Effects in Reading and Mathematics Development Within Elementary Schools?. Child Development, 83: 1347–1367. doi: 10.1111/j.1467-8624.2012.01779.x
We thank Olaf Köller for his comments and advice and Susannah Goss for translation and language editing.
- Issue online: 13 JUL 2012
- Version of Record online: 22 MAY 2012
Table S1. Zero-Order Correlations Among Socioeconomic Status (SES), Immigration Status (IS), Mental Ability (IQ), and Academic Outcomes (Read, Math; Standard Errors in Brackets)
Table S2. Goodness of Fit of the Multilevel Latent Growth Curve Models and the Multilevel Quasi-Simplex Models for Reading and Mathematics
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