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achievement variables, relative to the reference category of EuroAmericans.
Standardized coefficients ranged from B= .02 (p < .01) for the 1st wave followup math
score to B = .04 (p < .001) each for the math, reading, and combined math/reading
scores. These contrast sharply with the coefficients produced in the first study. Jeynes’
regression coefficients were B = .34 (p < .001) for reading scores and B = .36 (p < .001)
for the combined math/reading score. Again, it is important to note that the coefficients
produced in the current study are weak, but they are statistically significant and markedly
improved over the coefficients in the original study. Standardized coefficients for the
group identified as Hispanic remained relatively constant over the last ten years. In the
new study, the Hispanic variable produced coefficients for reading and math variables of
B = .16 (p < .001); and for the combined reading/math variable scores, a coefficient of
B = .17 (p < .001). The coefficient for the Hispanic category on the 1^{st }wave followup
math score is B = .07 (p < .001). In the original study, the coefficient for math scores
was B = .24 (p < .001), and the coefficient for the combined math/reading score was B =

.23 (p < 001). On the other hand, for the group identified as Asian, standardized
coefficients are predominantly significant and weaker in the current research than they
were in Jeynes’ original study. In the original study, the coefficient on the math score was
B = .26 (p < .001), and the coefficient for the reading variable was B = .06, but not
statistically significant. In the current study, the coefficient for math scores is B = .06
(p < .001), and the coefficient for the composite reading score is B = .05 (p < .001).
In the new study, the category for race demonstrates some of the biggest changes in
comparison to the coefficients for race in the original study. While the coefficients for