- 12th-grade outcomes, there was no significant difference between Hispanic and White students.
- An interaction term revealed that Hispanic students do not receive the same return for increases in socioeconomic status as their White counterparts two years after high school
- For both dependent variables, students in public schools do less well than those not studying in public schools
- Family size is significant such that the bigger the family, the higher the12th-grade score.
- Cultural capital has a positive influence on outcomes in both years examined, whereas social capital’s positive effects are present only two years after high school
- Whereas socioeconomic status is statistically significant for both dependent variables, percentage free lunch is significant only two years after high school
- When examining race (beta of 0.017) and socioeconomic status (beta of 0.217) for students two years after high school, the latter is 10 times more powerful in predicting academic outcomes
- Interaction between race and socioeconomic status is not significant when predicting 12th-grade outcomes.
- Percentage of students receiving free lunch is significant and negatively associated with academic achievement for eighth graders and two years after high school; it is not a significant predictor of 12th-grade achievement