Nahed O. ElHassan|Shasha Bai|Neal Gibson|Greg J. Holland|James M. Robbins|Jeffrey R. Kaiser
The impact of prematurity and maternal socioeconomic status and education level on achievement-test scores up to 8th grade
University of Arkansas for Medical Sciences|University of Arkansas for Medical Sciences|University of Central Arkansas|Conway School of Landscape Design|University of Central Arkansas|Conway School of Landscape Design|University of Arkansas for Medical Sciences|Penn State Milton S. Hershey Medical Center
background relative influence prematurity vs maternal social factors socioeconomic status education level academic performance rarely examined objective examine impact prematurity maternal social factors academic performance 3rd 8th grade methods conducted retrospective cohort study infants born 1998 university arkansas medical sciences study sample included 58 extremely low gestational age newborns elgans 2328 weeks 171 preterm 2834 weeks 228 late preterm 3437 weeks 967 term 3742 weeks infants neonatal maternal variables collected including maternal insurance status proxy measure socioeconomic status education level primary outcomes literacy mathematics achievementtest scores 3rd 8th grade linear mixed models used identify significant predictors academic performance twoway interactions grade level gestationalage ga groups social factors tested statistical significance results prematurity social factors gender race gravidity apgar score one minute critical determinants academic performance favorable social factors associated significant increase literacy mathematic scores prematurity associated significant decrease mathematic scores examination ga categories social factors interaction suggested impact social factors test scores similar ga groups furthermore impact social factors varied grade grade literacy influence either ga groups social factors constant across grades mathematics example elgan favorable social factors predicted literacy score 1041 p 001 982 p 001 764 p 01 points higher otherwise similar disadvantaged term infant grades 3 5 8 respectively difference predicted mathematic scores 334 points grades p 05 conclusion significant deficits academic performance elgans compared pt lpt term infants deficit could offset higher ses bettereducated mothers favorable social factors critical childs academic achievement role socioeconomic factors incorporated discussions outcome families preterm infants