The impact of prematurity and maternal socioeconomic status and education level on achievement-test scores up to 8.sup.th grade
The relative influence of prematurity vs. maternal social factors (socioeconomic status and education level) on academic performance has rarely been examined. To examine the impact of prematurity and maternal social factors on academic performance from 3.sup.rd through 8.sup.th grade. We conducted a...
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| Veröffentlicht in: | PloS one 2018-05, Vol.13 (5), p.e0198083 |
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| creator | ElHassan, Nahed O Bai, Shasha Gibson, Neal Holland, Greg Robbins, James M Kaiser, Jeffrey R |
| description | The relative influence of prematurity vs. maternal social factors (socioeconomic status and education level) on academic performance has rarely been examined. To examine the impact of prematurity and maternal social factors on academic performance from 3.sup.rd through 8.sup.th grade. We conducted a retrospective cohort study of infants born in 1998 at the University of Arkansas for Medical Sciences. The study sample included 58 extremely low gestational age newborns (ELGANs, 23- |
| doi_str_mv | 10.1371/journal.pone.0198083 |
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To examine the impact of prematurity and maternal social factors on academic performance from 3.sup.rd through 8.sup.th grade. We conducted a retrospective cohort study of infants born in 1998 at the University of Arkansas for Medical Sciences. The study sample included 58 extremely low gestational age newborns (ELGANs, 23-<28 weeks), 171 preterm ([greater than or equal to]28-<34 weeks), 228 late preterm ([greater than or equal to]34-<37 weeks), and 967 term (([greater than or equal to]37-<42 weeks) infants. Neonatal and maternal variables were collected including maternal insurance status (proxy measure for socioeconomic status) and education level. The primary outcomes were literacy and mathematics achievement-test scores from 3.sup.rd through 8.sup.th grade. Linear mixed models were used to identify significant predictors of academic performance. All two-way interactions between grade level, gestational-age (GA) groups, and social factors were tested for statistical significance. Prematurity, social factors, gender, race, gravidity, and Apgar score at one minute were critical determinants of academic performance. Favorable social factors were associated with a significant increase in both literacy and mathematic scores, while prematurity was associated with a significant decrease in mathematic scores. Examination of GA categories and social factors interaction suggested that the impact of social factors on test scores was similar for all GA groups. Furthermore, the impact of social factors varied from grade to grade for literacy, while the influence of either GA groups or social factors was constant across grades for mathematics. For example, an ELGAN with favorable social factors had a predicted literacy score 104.1 (P <.001), 98.2 (P <.001), and 76.4 (P <.01) points higher than an otherwise similar disadvantaged term infant at grades 3, 5, and 8, respectively. The difference in their predicted mathematic scores was 33.4 points for all grades (P <.05). While there were significant deficits in academic performance for ELGANs compared to PT, LPT, and term infants, the deficit could be offset by higher SES and better-educated mothers. These favorable social factors were critical to a child's academic achievement. The role of socioeconomic factors should be incorporated in discussions on outcome with families of preterm infants.]]></description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0198083</identifier><language>eng</language><publisher>Public Library of Science</publisher><subject>Academic achievement ; Analysis ; Influence ; Premature birth ; Social class</subject><ispartof>PloS one, 2018-05, Vol.13 (5), p.e0198083</ispartof><rights>COPYRIGHT 2018 Public Library of Science</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,781,785,865,27925,27926</link.rule.ids></links><search><creatorcontrib>ElHassan, Nahed O</creatorcontrib><creatorcontrib>Bai, Shasha</creatorcontrib><creatorcontrib>Gibson, Neal</creatorcontrib><creatorcontrib>Holland, Greg</creatorcontrib><creatorcontrib>Robbins, James M</creatorcontrib><creatorcontrib>Kaiser, Jeffrey R</creatorcontrib><title>The impact of prematurity and maternal socioeconomic status and education level on achievement-test scores up to 8.sup.th grade</title><title>PloS one</title><description><![CDATA[The relative influence of prematurity vs. maternal social factors (socioeconomic status and education level) on academic performance has rarely been examined. To examine the impact of prematurity and maternal social factors on academic performance from 3.sup.rd through 8.sup.th grade. We conducted a retrospective cohort study of infants born in 1998 at the University of Arkansas for Medical Sciences. The study sample included 58 extremely low gestational age newborns (ELGANs, 23-<28 weeks), 171 preterm ([greater than or equal to]28-<34 weeks), 228 late preterm ([greater than or equal to]34-<37 weeks), and 967 term (([greater than or equal to]37-<42 weeks) infants. Neonatal and maternal variables were collected including maternal insurance status (proxy measure for socioeconomic status) and education level. The primary outcomes were literacy and mathematics achievement-test scores from 3.sup.rd through 8.sup.th grade. Linear mixed models were used to identify significant predictors of academic performance. All two-way interactions between grade level, gestational-age (GA) groups, and social factors were tested for statistical significance. Prematurity, social factors, gender, race, gravidity, and Apgar score at one minute were critical determinants of academic performance. Favorable social factors were associated with a significant increase in both literacy and mathematic scores, while prematurity was associated with a significant decrease in mathematic scores. Examination of GA categories and social factors interaction suggested that the impact of social factors on test scores was similar for all GA groups. Furthermore, the impact of social factors varied from grade to grade for literacy, while the influence of either GA groups or social factors was constant across grades for mathematics. For example, an ELGAN with favorable social factors had a predicted literacy score 104.1 (P <.001), 98.2 (P <.001), and 76.4 (P <.01) points higher than an otherwise similar disadvantaged term infant at grades 3, 5, and 8, respectively. The difference in their predicted mathematic scores was 33.4 points for all grades (P <.05). While there were significant deficits in academic performance for ELGANs compared to PT, LPT, and term infants, the deficit could be offset by higher SES and better-educated mothers. These favorable social factors were critical to a child's academic achievement. The role of socioeconomic factors should be incorporated in discussions on outcome with families of preterm infants.]]></description><subject>Academic achievement</subject><subject>Analysis</subject><subject>Influence</subject><subject>Premature birth</subject><subject>Social class</subject><issn>1932-6203</issn><issn>1932-6203</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNqN0M9LwzAUB_AgCs7pf-AhIAgeWpOmTdvjGP4YDAY6vY40fWkz2qY0qejJf91MPWzgQXLIN-HzHryH0CUlIWUpvd2acehEE_amg5DQPCMZO0ITmrMo4BFhx3v5FJ1ZuyUkYRnnE_S5rgHrthfSYaNwP0Ar3Dho94FFV2L_gF1rbI3UBqTpTKslts4j-y2gHKVw2nS4gTdosA9C1trnFjoXOLAOW2kGsHjssTM4C-3Yh67G1SBKOEcnSjQWLn7vKXq5v1vPH4Pl6mExny2DinJOglJIUhZcRDQhsJslFwnEESV5URIaZ4WKWUGKqEgyppTkMo1ITrJCUB6liVRsiq5--laigY3ulHGDkK22cjNLYpKnacKJV-Efyp8S_Nh-u0r7_4OCm4MCbxy8u0qM1m4Wz0__t6vXQ3u9Z2sQjautacbdou0-_AIG9Z1i</recordid><startdate>20180531</startdate><enddate>20180531</enddate><creator>ElHassan, Nahed O</creator><creator>Bai, Shasha</creator><creator>Gibson, Neal</creator><creator>Holland, Greg</creator><creator>Robbins, James M</creator><creator>Kaiser, Jeffrey R</creator><general>Public Library of Science</general><scope>IOV</scope><scope>ISR</scope></search><sort><creationdate>20180531</creationdate><title>The impact of prematurity and maternal socioeconomic status and education level on achievement-test scores up to 8.sup.th grade</title><author>ElHassan, Nahed O ; Bai, Shasha ; Gibson, Neal ; Holland, Greg ; Robbins, James M ; Kaiser, Jeffrey R</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-g1660-dac0db6a2150e19329a5e42109bd0148bf43b0b2b583ffc6c720908ba16275cf3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Academic achievement</topic><topic>Analysis</topic><topic>Influence</topic><topic>Premature birth</topic><topic>Social class</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>ElHassan, Nahed O</creatorcontrib><creatorcontrib>Bai, Shasha</creatorcontrib><creatorcontrib>Gibson, Neal</creatorcontrib><creatorcontrib>Holland, Greg</creatorcontrib><creatorcontrib>Robbins, James M</creatorcontrib><creatorcontrib>Kaiser, Jeffrey R</creatorcontrib><collection>Gale In Context: Opposing Viewpoints</collection><collection>Gale In Context: Science</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>ElHassan, Nahed O</au><au>Bai, Shasha</au><au>Gibson, Neal</au><au>Holland, Greg</au><au>Robbins, James M</au><au>Kaiser, Jeffrey R</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The impact of prematurity and maternal socioeconomic status and education level on achievement-test scores up to 8.sup.th grade</atitle><jtitle>PloS one</jtitle><date>2018-05-31</date><risdate>2018</risdate><volume>13</volume><issue>5</issue><spage>e0198083</spage><pages>e0198083-</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract><![CDATA[The relative influence of prematurity vs. maternal social factors (socioeconomic status and education level) on academic performance has rarely been examined. To examine the impact of prematurity and maternal social factors on academic performance from 3.sup.rd through 8.sup.th grade. We conducted a retrospective cohort study of infants born in 1998 at the University of Arkansas for Medical Sciences. The study sample included 58 extremely low gestational age newborns (ELGANs, 23-<28 weeks), 171 preterm ([greater than or equal to]28-<34 weeks), 228 late preterm ([greater than or equal to]34-<37 weeks), and 967 term (([greater than or equal to]37-<42 weeks) infants. Neonatal and maternal variables were collected including maternal insurance status (proxy measure for socioeconomic status) and education level. The primary outcomes were literacy and mathematics achievement-test scores from 3.sup.rd through 8.sup.th grade. Linear mixed models were used to identify significant predictors of academic performance. All two-way interactions between grade level, gestational-age (GA) groups, and social factors were tested for statistical significance. Prematurity, social factors, gender, race, gravidity, and Apgar score at one minute were critical determinants of academic performance. Favorable social factors were associated with a significant increase in both literacy and mathematic scores, while prematurity was associated with a significant decrease in mathematic scores. Examination of GA categories and social factors interaction suggested that the impact of social factors on test scores was similar for all GA groups. Furthermore, the impact of social factors varied from grade to grade for literacy, while the influence of either GA groups or social factors was constant across grades for mathematics. For example, an ELGAN with favorable social factors had a predicted literacy score 104.1 (P <.001), 98.2 (P <.001), and 76.4 (P <.01) points higher than an otherwise similar disadvantaged term infant at grades 3, 5, and 8, respectively. The difference in their predicted mathematic scores was 33.4 points for all grades (P <.05). While there were significant deficits in academic performance for ELGANs compared to PT, LPT, and term infants, the deficit could be offset by higher SES and better-educated mothers. These favorable social factors were critical to a child's academic achievement. The role of socioeconomic factors should be incorporated in discussions on outcome with families of preterm infants.]]></abstract><pub>Public Library of Science</pub><doi>10.1371/journal.pone.0198083</doi><tpages>e0198083</tpages></addata></record> |
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| source | DOAJ Directory of Open Access Journals; Public Library of Science (PLoS) Journals Open Access; EZB-FREE-00999 freely available EZB journals; PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | Academic achievement Analysis Influence Premature birth Social class |
| title | The impact of prematurity and maternal socioeconomic status and education level on achievement-test scores up to 8.sup.th grade |
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