State‐Level Education Quality and Trajectories of Cognitive Function by Race and Educational Attainment

Policy Points Education‐cognition research overlooks the role of education quality in shaping cognitive function at midlife and older ages, even though quality may be more responsive to federal and state investment in public schooling than attainment. For older US adults who attended school during the early to mid‐20th century, the quality of US education improved considerably as federal and state investment increased. Ensuring access to high‐quality primary and secondary education may protect against poor cognitive function at midlife and older ages, particularly among Black Americans and persons who complete less education. It may also play an important role in reducing health inequities. Context Although educational attainment is consistently associated with better cognitive function among older adults, we know little about how education quality is related to cognitive function. This is a key gap in the literature given that the quality of US education improved considerably during the early to mid‐20th century as state and federal investment increased. We posit that growing up in states with higher‐quality education systems may protect against poor cognitive function, particularly among Black adults and adults who completed fewer years of school. Methods We used prospective data on cognitive function from the Health and Retirement Study linked to historical data on state investment in public schools, restricting our sample to non‐Hispanic White and Black adults born between 1914 and 1959 (19,096 White adults and 4,625 Black adults). Using race‐stratified linear mixed models, we considered if state‐level education quality was associated with level and decline in cognitive function and if these patterns differed by years of schooling and race. Findings Residing in states with higher‐resourced education systems during childhood was associated with better cognitive function, particularly among those who completed less than 12 years of schooling, regardless of race. For White adults, higher‐resourced state education systems were associated with higher scores of total cognitive function and episodic memory, but there were diminishing returns as resources increased to very high levels. For Black adults, the relationship between state education resources and cognitive function varied by age with positive associations in midlife and generally null or negative associations at the oldest ages. Conclusions Federal and state investment in public schools may provide