文献求翻译

From appendix table S1, we can see that the attriting students (the majority of which are dropouts) differ from non-attriting students in baseline characteristics.Specifically, attritors were more likely to be male (column 2, significant at the 10% level), older (column 3, significant at the 5% level), have parents who are not at home (column 7, significant at the 1% level), have lower math scores(column 9, significant at the 1% level), and have lower computer scores (column 10, significant at the 10% level). Although there is imbalance between attriting and non-attriting students, the imbalance does not appear to bias our results. In particular, we estimate Lee Bounds (that account for problematic attrition) for the endline math and endline computer achievement outcomes (see our robust-ness check subsection 3.1.2 below).
求助翻译，尤其是加红字体部分。不胜感谢

从附表S1我们可知，在基线数据的特征上，语言耗损的学生（大部分是辍学者）与未耗损的学生不同。特别地，耗损者更可能是男性（第2列，显著性水平10%），年龄稍大（第3列，显著性水平5%），父母不在家（第7列，显著性水平1%），数学得分低（第9列，显著性水平1%），计算机得分低（第10列，显著性水平10%）。尽管语言耗损学生与未耗损学生存在这些不平衡，但这些不平衡并未影响我们的结果。

这篇文章应该是关于语言耗损（language attrition）方面的，因此文中attritors意为语言耗损者，attriting students意为语言耗损的学生。
最后一句我也没看懂， Lee Bounds好像是人名李邦兹，又好像是以一位姓李的人命名的边界（猜的,哈哈）。