Student-level data, n = 4936 a | |||
---|---|---|---|
Variable | Count / mean | % / SD | % missing data |
Sex | |||
 Female | 2466 | (50.0%) | 0 |
 Male | 2465 | (49.9%) | |
Race/Ethnicity | |||
 Asian | 601 | (12.2%) | 0.1 |
 Black | 1243 | (25.2%) | |
 Hispanic | 1640 | (33.2%) | |
 Mixed | 213 | (4.3%) | |
 White | 1226 | (24.8%) | |
Free/Reduced-Price Lunch Recipient | |||
 Yes | 2622 | (53.1%) | 0.1 |
 No | 2309 | (46.8%) | |
English Language Learner | |||
 Yes | 1735 | (35.1%) | 0.1 |
 No | 3196 | (64.7%) | |
Student With Disabilities | |||
 Yes | 637 | (12.9%) | 0.1 |
 No | 4294 | (87.0%) | |
Grade 3 Absences (%) | 3.1 | (3.0) | 0.1 |
Grade 3 Tardies (%) | 1.9 | (3.6) | 0.1 |
Special Education Participant | |||
 Yes | 242 | (4.9%) | 0 |
 No | 4694 | (95.1%) | |
Treatment Group | |||
 Intervention | 2621 | (53.1%) | 0 |
 Control | 2315 | (46.9%) | |
Grade 3 Mean Course Grades | |||
 Math | 83.5 | (9.4) | 8.4 |
 Reading | 82.9 | (9.0) | 8.4 |
 Spelling | 87.9 | (9.0) | 12.2 |
 Writing | 84.4 | (7.8) | 9.1 |
Grade 4 Fall (T1) Course Grades | |||
 Math | 81.5 | (12.0) | 2.1 |
 Reading | 80.9 | (10.3) | 2.0 |
 Spelling | 86.7 | (11.3) | 5.4 |
 Writing | 83.2 | (8.9) | 2.0 |
Grade 4 Spring (T2) Course Grades | |||
 Math | 83.2 | (10.6) | 3.3 |
 Reading | 81.8 | (9.9) | 3.0 |
 Spelling | 87.3 | (10.2) | 5.2 |
 Writing | 83.8 | (8.7) | 3.3 |
Grade 5 Fall (T3) Course Gradesb | |||
 Math | 82.0 | (11.5) | 15.1 |
 Reading | 82.4 | (9.4) | 14.4 |
 Spelling | 87.6 | (9.6) | 16.5 |
 Writing | 84.9 | (8.2) | 15.0 |
Grade 3 Standardized Test Scoresc | |||
 Math | 541.4 | (49.9) | 6.0 |
 English Language Arts | 527.1 | (58.2) | 6.0 |
 Lexile | 728.6 | (219.6) | 6.0 |
Grade 4 (T2) Standardized Test Scoresc | |||
 Math | 549.2 | (53.7) | 3.3 |
 English Language Arts | 535.2 | (55.5) | 3.3 |
 Lexile | 897.2 | (221.1) | 3.3 |
Mean daily school-day moderate-to-vigorous physical activity (MVPA) minutes | |||
 T1 | 21.1 | (9.2) | 12.5 |
 T2 | 21.9 | (10.0) | 23.0 |
 T3 | 18.9 | (8.9) | 27.3 |
Mean valid days of school-day accelerometer data by semester | |||
 T1 | 4.58 | (0.65) | 12.5 |
 T2 | 4.23 | (0.73) | 23.0 |
 T3 | 4.52 | (0.67) | 27.3 |
Mean percent accelerometer wear time by semester (%) | |||
 T1 | 98.5 | (2.1) | 12.5 |
 T2 | 96.4 | (4.6) | 23.0 |
 T3 | 98.3 | (2.3) | 27.3 |
Minutes of mean daily school-day MVPA, categorical, T1d | |||
  < =15 | 1247 | (25.7%) | 12.5 |
 15 < x < =30 | 2856 | (58.9%) | |
 30+ | 748 | (15.4%) | |
Minutes of mean daily school-day MVPA, categorical, T2d | |||
  < =15 | 1255 | (25.9%) | 23.0 |
 15 < x < =30 | 2628 | (54.2%) | |
 30+ | 968 | (20.0%) | |
Minutes of mean daily school-day MVPA, categorical, T3d | |||
  < =15 | 1532 | (36.2%) | 27.3 |
 15 < x < =30 | 2248 | (53.1%) | |
 30+ | 453 | (10.7%) | |
School-level data (n = 40) | |||
 Variables | % / mean | % / SD | % missing data |
 School % Female | 48.6% | (4.2) | 0 |
 School % Black | 27.3% | (12.1) | 0 |
 School % Hispanic | 32.2% | (19.8) | 0 |
 School % FRL | 56.1% | (26.7) | 0 |
Teacher Departmentalization | |||
 Yes | 133 | (46.5%) | 0 |
 No | 153 | (53.5%) |