Short-Term and Long-Term Educational Outcomes of Infants Born Moderately and Late Preterm

Autor/inn/en	Townley Flores, Carrie; Gerstein, Amy; Phibbs, Ciaran S.; Sanders, Lee M.
Titel	Short-Term and Long-Term Educational Outcomes of Infants Born Moderately and Late Preterm
Quelle	232 (2021), S.31-37 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-3476
Schlagwörter	Correlation; Premature Infants; Outcomes of Education; Elementary School Students; Urban Schools; Patients; School Districts; Comparative Analysis; Risk; Socioeconomic Status; English; Language Arts; Birth; Low Achievement; Mathematics Achievement; Attendance; Suspension; Secondary School Students; Hypothesis Testing; Early Intervention; Records (Forms); Medical Evaluation; Longitudinal Studies; California + Suchen Sie Ihr Suchwort? Korrelation; Frühgeburt; Lernleistung; Schulerfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Patient; School district; Schulbezirk; Risiko; Socio-economic status; Sozioökonomischer Status; English language; Englisch; Sprachkultur; Geburt; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Anwesenheit; Ausschluss; Schulausschluss; Sekundarschüler; Hypothesenprüfung; Hypothesentest; Formularsammlung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kalifornien
Abstract	Objective: To assess the relationship of moderate and late preterm birth (32[superscript 0/7]-36 [superscript 6/7] weeks) to long-term educational outcomes. Study Design: We hypothesized that moderate and late preterm birth would be associated with adverse out- comes in elementary school. To test this, we linked vital statistics patient discharge data from the Office of Statewide Health Planning and Development including birth outcomes, to the 2015-2016 school year administrative data of a large, urban school district (n = 72,316). We compared the relative risk of moderate and late preterm and term infants for later adverse neurocognitive and behavioral outcomes in kindergarten through the 12th grade. Results: After adjusting for socioeconomic status, compared with term birth, moderate and late preterm birth was associated with an increased risk of low performance in mathematics and English language arts, chronic absenteeism, and suspension. These risks emerged in kindergarten through grade 2 and remained in grades 3-5, but seemed to wash out in later grades, with the exception of suspension, which remained through grades 9-12. Conclusions: Confirming our hypothesis, moderate and late preterm birth was associated with adverse educational outcomes in late elementary school, indicating that it is a significant risk factor that school districts could leverage when targeting early intervention. Future studies will need to test these relations in geographically and socioeconomically diverse school districts, include a wider variety of outcomes, and consider how early interventions moderate associations between birth outcomes and educational outcomes. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01