Table 3

Treatment Effects on Grades, Attendance, and Classroom Behavior

	Standardized Math Grade	Math Grade >4.0	Attendance Rate	Cumulative Attendance >85%	Standardized # Negative Behavior Notes
	(1)	(2)	(3)	(4)	(5)
Panel A: Treatment Effects
T	0.088*	0.027**	0.011**	0.047*	0.004
T	[0.045]	[0.013]	[0.005]	[0.024]	[0.075]
Panel B: Heterogeneity
T	0.088*	0.026*	0.010*	0.047*	–0.019
T	[0.044]	[0.013]	[0.005]	[0.024]	[0.067]
T × at-risk	0.140*	0.025	0.014*	0.073**	–0.203**
Index	[0.071]	[0.019]	[0.007]	[0.028]	[0.094]
Observations	2,011	2,011	2,011	2,011	2,011
Control mean	0.00	0.934	0.877	0.728	0.00

Notes: Panel A shows the intention-to-treat (T) estimates and its corresponding standard error estimated using Equation 1 using OLS. Panel B adds the interaction with the student-level at-risk index. At-risk index is a simple average of standardized baseline attendance, math grades, and negative behavioral notes. All models include the baseline math grade, attendance rate as control variables, classroom (randomization strata), and year fixed effects. If baseline values of math grade/attendance were missing, we imputed them using the classroom-level mean and added an indicator variable for these imputed observations. Models in Panel B additionally include the at-risk index variable as a control. Columns 1 and 5 report results on outcomes that were standardized so that the mean among the control students is zero and the standard deviation is one. Standard errors are clustered at the classroom level (shown in brackets). Significance: *p < 0.1, **p < 0.05, ***p < 0.01.