3. Below is a regression table that is interested in whether achievement, student characteristics, and classroom size predict either emotional support, classroom organization, or instructional support (Allen et al., 2013). Table 3 Predicting End-of-year Achievement from Teacher-Student Interaction Quality (Covarying Prior Year Achievement and Demographic Factors) Predicting End-of-year Achievement Scores From: Emotional Support Classroom Organization Instructional Support B SE SE B SE Intercept 31.30 10.63 359.8* 59.42 372.6*#* 46.64 Baseline Achievement Score .61 1 .029 .61 0 .029 029 Student Characteristics Student Grade-Level 5.40 3.60 4.50 3.73 6.35 3.77 Student Gender 1.90 3.39 2.05 3.39 1.95 3,39 Student Family Poverty Status -3.31 4.32 -3.23 4.33 -3.00 4.33 Classroom Size -0.06 1.03 --047 1.07 -0.56 1.04 Interaction Quality Variable 31.30#* 10.63 21.65* 10.35 25.58#* 10.13 **p