Table 3

Robustness—Treatment Effects at the End of Grade 3 (Standardized Outcomes)

	Knowledge of Letter Sounds	Reading of Nonwords	Fluency of Oral Reading	Reading Comprehension	Literacy Score
	(1)	(2)	(3)	(4)	(5)
Panel A: Adding Controls
Baseline outcome	0.342^***	0.073	0.168^***	−0.002	0.273^***
	[0.054]	[0.045]	[0.048]	[0.043]	[0.049]
Individual- and school-level variables	0.336^***	0.078	0.167^***	0.006	0.274^***
	[0.058]	[0.047]	[0.047]	[0.043]	[0.054]
School fixed effects	0.448^***	0.117	0.147^*	0.044	0.307^***
	[0.097]	[0.086]	[0.079]	[0.075]	[0.092]
Panel B: Lee Bounds
Lower bound	0.328^***	0.042	0.127^***	−0.086^**	0.234^***
	[0.050]	[0.044]	[0.048]	[0.043]	[0.048]
Upper bound	0.371^***	0.106^**	0.192^***	0.034	0.307^***
	[0.049]	[0.050]	[0.053]	[0.056]	[0.054]
Panel C: Multiple Hypothesis
Testing treatment	0.349^***	0.073	0.157^*	0.001	0.270^***
Adjusted p-value	0.001	0.522	0.087	0.983	0.008

Notes: The table compiles different robustness checks for estimated treatment effects at the end of Grade 3. Panel A adds controls for the main specification. Individual-level controls include age, age-squared, gender, socioeconomic, and disability status. School-level controls include class size, school number of classes in Grade 3, rural, and morning school status. Panel B estimates Lee (2009) bounds. Panel C calculates Westfall–Young adjusted p-values to address for multiple hypotheses testing. Online Appendix Tables A.1, A.2, and A.3 present details and the same robustness for beginning and end of Grade 4. Significance: ^*p < 0.10, ^**p < 0.05, ^***p < 0.01.