Shannon Sisco|Alden L. Gross|Regina A. Shih|Bonnie C. Sachs|M. Maria Glymour|Katherine J. Bangen|Andreana Benitez|Jeannine S. Skinner|Brooke C. Schneider|Jennifer J. Manly
The Role of Early-Life Educational Quality and Literacy in Explaining Racial Disparities in Cognition in Late Life
North Florida/South Georgia Veterans Health System|Johns Hopkins University|RAND Corporation|Virginia Commonwealth University|Harvard University|University of California, San Francisco|University of California, San Diego|Medical University of South Carolina|University of Washington|VA Greater Los Angeles Healthcare System|Columbia University
racial disparities latelife cognition persist even accounting educational attainment examined whether earlylife educational quality literacy later life help explain disparitieswe used longitudinal data washington heightsinwood columbia aging project whicap educational quality percent white students urbanrural school combined grades classroom operationalized using canonical correlation analysis latelife literacy reading comprehension ability writing operationalized using confirmatory factor analysis examined whether factors attenuated racerelated differences latelife cognitionthe sample consisted 1679 usborn nonhispanic communityliving adults aged 65102 71 black 29 white 70 women accounting educational quality literacy reduced disparities 29 general cognitive functioning 26 memory 32 executive functioning predict differences rate cognitive changeearlylife educational quality literacy late life explain substantial portion racerelated disparities latelife cognitive function