High school quality is associated with cognition 58 years later
dc.contributor.author | Seblova, Dominika | |
dc.contributor.author | Eng, Chloe | |
dc.contributor.author | Avila-Rieger, Justina F. | |
dc.contributor.author | Dworkin, Jordan D. | |
dc.contributor.author | Peters, Kelly | |
dc.contributor.author | Lapham, Susan | |
dc.contributor.author | Zahodne, Laura B. | |
dc.contributor.author | Chapman, Benjamin | |
dc.contributor.author | Prescott, Carol A. | |
dc.contributor.author | Gruenewald, Tara L. | |
dc.contributor.author | Arpawong, Thalida Em. | |
dc.contributor.author | Gatz, Margaret | |
dc.contributor.author | Jones, Rich J. | |
dc.contributor.author | Glymour, Maria M. | |
dc.contributor.author | Manly, Jennifer J. | |
dc.date.accessioned | 2023-06-01T20:46:55Z | |
dc.date.available | 2024-05-01 16:46:53 | en |
dc.date.available | 2023-06-01T20:46:55Z | |
dc.date.issued | 2023-04 | |
dc.identifier.citation | Seblova, Dominika; Eng, Chloe; Avila-Rieger, Justina F. ; Dworkin, Jordan D.; Peters, Kelly; Lapham, Susan; Zahodne, Laura B.; Chapman, Benjamin; Prescott, Carol A.; Gruenewald, Tara L.; Arpawong, Thalida Em.; Gatz, Margaret; Jones, Rich J.; Glymour, Maria M.; Manly, Jennifer J. (2023). "High school quality is associated with cognition 58 years later." Alzheimer’s & Dementia: Diagnosis, Assessment & Disease Monitoring 15(2): n/a-n/a. | |
dc.identifier.issn | 2352-8729 | |
dc.identifier.issn | 2352-8729 | |
dc.identifier.uri | https://hdl.handle.net/2027.42/176792 | |
dc.description.abstract | We leveraged a unique school-based longitudinal cohort—the Project Talent Aging Study—to examine whether attending higher quality schools is associated with cognitive performance among older adults in the United States (mean age = 74.8). Participants (n = 2,289) completed telephone neurocognitive testing. Six indicators of high school quality, reported by principals at the time of schooling, were predictors of respondents’ cognitive function 58 years later. To account for school-clustering, multilevel linear and logistic models were applied. We found that attending schools with a higher number of teachers with graduate training was the clearest predictor of later-life cognition, and school quality mattered especially for language abilities. Importantly, Black respondents (n = 239; 10.5 percentage) were disproportionately exposed to low quality high schools. Therefore, increased investment in schools, especially those that serve Black children, could be a powerful strategy to improve later life cognitive health among older adults in the United States. | |
dc.publisher | Wiley Periodicals, Inc. | |
dc.title | High school quality is associated with cognition 58 years later | |
dc.type | Article | |
dc.rights.robots | IndexNoFollow | |
dc.subject.hlbsecondlevel | Neurology and Neurosciences | |
dc.subject.hlbtoplevel | Health Sciences | |
dc.description.peerreviewed | Peer Reviewed | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/176792/1/dad212424.pdf | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/176792/2/dad212424-sup-0001-SuppMat.pdf | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/176792/3/dad212424_am.pdf | |
dc.identifier.doi | 10.1002/dad2.12424 | |
dc.identifier.source | Alzheimer’s & Dementia: Diagnosis, Assessment & Disease Monitoring | |
dc.identifier.citedreference | Hamad R, Nguyen TT, Glymour MM, Vable A, Manly JJ, Rehkopf DH. Quality and quantity: the association of state-level educational policies with later life cardiovascular disease. Prev Med. 2019; 126: 105750. doi: 10.1016/j.ypmed.2019.06.008 | |
dc.identifier.citedreference | Whitfield KE, Wiggins SA. The impact of desegregation on cognition among older African Americans. Journal of Black Psychology. 2003; 29: 275 - 291. | |
dc.identifier.citedreference | Aiken-Morgan AT, Gamaldo AA, Sims RC, Allaire JC, Whitfield KE. Education desegregation and cognitive change in African American older adults. J Gerontol B Psychol Sci Soc Sci. 2015; 70: 348 - 356. | |
dc.identifier.citedreference | Mantri S, Nwadiogbu C, Fitts W, Dahodwala N. Quality of education impacts late-life cognition. Int J Geriatr Psychiatry. 2019; 34: 855 - 862. doi: 10.1002/gps.5075 | |
dc.identifier.citedreference | Lamar M, Lerner AJ, James BD, Yu L, Glover CM, Wilson RS, et al. Relationship of early-life residence and educational experience to level and change in cognitive functioning: results of the Minority Aging Research Study. J Gerontol Ser B. 2020; 75: e81 - 92. | |
dc.identifier.citedreference | Rosiek J. School segregation: a realist’s view. Phi Delta Kappan. 2019; 100: 8 - 13. | |
dc.identifier.citedreference | Jackson CK, Johnson RC, Persico C. The effects of school spending on educational and economic outcomes: evidence from school finance reforms. Q J Econ. 2016; 131: 157 - 218. | |
dc.identifier.citedreference | Crowe M, Clay OJ, Martin RC, Howard VJ, Wadley VG, Sawyer P, et al. Indicators of childhood quality of education in relation to cognitive function in older adulthood. J Gerontol - Biol Sci Med Sci. 2013; 68: 198 - 204. | |
dc.identifier.citedreference | Moorman SM, Greenfield EA, Garcia S. School Context in Adolescence and Cognitive Functioning 50 Years Later. J Health Soc Behav. 2019; 60: 493 - 508. doi: 10.1177/0022146519887354 | |
dc.identifier.citedreference | Brenowitz WD, Manly JJ, Murchland AR, Nguyen TT, Liu SY, Glymour MM, et al. State school policies as predictors of physical and mental health: a natural experiment in the REGARDS cohort. Am J Epidemiol. 2020; 189: 384 - 393. | |
dc.identifier.citedreference | Liu SY, Glymour MM, Zahodne LB, Weiss C, Manly JJ. Role of place in explaining racial heterogeneity in cognitive outcomes among older adults. J Int Neuropsychol Soc. 2015; 21: 677 - 687. | |
dc.identifier.citedreference | Ross CE, Mirowsky J. Sex differences in the effect of education on depression: resource multiplication or resource substitution? Soc Sci Med. 2006; 63: 1400 - 1413. | |
dc.identifier.citedreference | Prescott CA, Achorn DL, Kaiser A, Mitchell L, McArdle JJ, Lapham SJ. The Project Talent twin and sibling study. Twin Res Hum Genet. 2013; 16: 437 - 448. | |
dc.identifier.citedreference | Cardichon J, Darling-Hammond L, Yang M, Scott C, Shields PM, Burns D. Inequitable Opportunity to Learn: student Access to Certified and Experienced Teachers. Learning Policy Institute. 2020. | |
dc.identifier.citedreference | Baker BD. How Money Matters for Schools. School Finance Series Learning Policy Institute. 2017. | |
dc.identifier.citedreference | Newman M, Garrett Z, Elbourne D, Bradley S, Noden P, Taylor J, et al. Does secondary school size make a difference?: a systematic review. Educ Res Rev. 2006; 1: 41 - 60. | |
dc.identifier.citedreference | Morris JC, Heyman A, Mohs RC, Hughes JP, van Belle G, Fillenbaum G, et al. The consortium to establish a registry for alzheimer’s disease (CERAD). Part I. Clinical and neuropsychological assessment of alzheimer’s disease. Neurology. 1989; 39: 1159 - 1165. doi: 10.1212/wnl.39.9.1159 | |
dc.identifier.citedreference | Goodglass H, Kaplan D. The assessment of aphasia and related disorders. Philadelphia: Lea and Febiger. 2nd ed.. 1983. | |
dc.identifier.citedreference | Liu SY, Glymou MM, Zahodne LB, Weiss C, Manly JJ. The role of place in explaining racial heterogeneity in cognitive outcomes among older adults. J Int Neuropsychol Soc. 2015. | |
dc.identifier.citedreference | Richiardi L, Bellocco R, Zugna D. Mediation analysis in epidemiology: methods, interpretation and bias. Int J Epidemiol. 2013; 42: 1511 - 1519. | |
dc.identifier.citedreference | Huang AR, Strombotne KL, Horner EM, Lapham SJ. Adolescent cognitive aptitudes and later-in-life Alzheimer disease and related disorders. JAMA Netw Open. 2018; 1: e181726 - e181726. | |
dc.identifier.citedreference | Wayne AJ, Youngs P. Teacher characteristics and student achievement gains: a review. Rev Educ Res. 2003; 73: 89 - 122. | |
dc.identifier.citedreference | Goldhaber DD, Brewer DJ, Evaluating the effect of teacher degree level on educational performance. 1996. | |
dc.identifier.citedreference | Jackson CK, Johnson RC, Persico C. The effects of school spending on educational and economic outcomes: evidence from school finance reforms. NBER. 2015. | |
dc.identifier.citedreference | Rothstein J, Schanzenbach DW. Does money still matter? Attainment and earnings effects of post-1990 school finance reforms. J Labor Econ. 2022; 40: S141 - 78. | |
dc.identifier.citedreference | Clotfelter CT, Ladd H, Vigdor JL. How and why do teacher credentials matter for student achievement. National Bureau of Economic Research Cambridge, Mass. 2007. | |
dc.identifier.citedreference | Glymour MM, Manly JJ. Lifecourse social conditions and racial and ethnic patterns of cognitive aging. Neuropsychol Rev. 2008; 18: 223 - 254. | |
dc.identifier.citedreference | Carr RC, Peisner-Feinberg ES, Kaplan R, Mokrova IL. Effects of North Carolina’s pre-kindergarten program at the end of kindergarten: contributions of school-wide quality. J Appldev Physio. 2021; 76: 101317. | |
dc.identifier.citedreference | Chapko D, McCormack R, Black C, Staff R, Murray A. Life-course determinants of cognitive reserve (CR) in cognitive aging and dementia–a systematic literature review. Aging Ment Health. 2018; 22: 921 - 932. | |
dc.identifier.citedreference | Opdebeeck C, Martyr A, Clare L. Cognitive reserve and cognitive function in healthy older people: a meta-analysis. Aging Neuropsychol Cogn. 2016. doi: 10.1080/13825585.2015.1041450 | |
dc.identifier.citedreference | Xu W, Tan L, Wang HF, Tan MS, Tan L, Li JQ, et al. Education and Risk of Dementia: dose-Response Meta-Analysis of Prospective Cohort Studies. Mol Neurobiol. 2016; 53: 3113 - 3123. doi: 10.1007/s12035-015-9211-5 | |
dc.identifier.citedreference | Caamaño-Isorna F, Corral M, Montes-Martínez A, Takkouche B. Education and dementia: a meta-analytic study. Neuroepidemiology. 2006; 26: 226 - 232. doi: 10.1159/000093378 | |
dc.identifier.citedreference | Glymour MM, Manly JJ. Compulsory Schooling Laws as quasi-experiments for the health effects of education: reconsidering mechanisms to understand inconsistent results. Soc Sci Med. 2018; 214: 67 - 69. doi: 10.1016/j.socscimed.2018.08.008 | |
dc.identifier.citedreference | Seblova D, Fischer M, Fors S, Johnell K, Karlsson M, Nilsson T, et al. Is there a direct causal effect of education on dementia? A Swedish natural experiment on 1.3 million individuals. Am J Epidemiol. 2019; 190 ( 5 ): 817 - 826. | |
dc.identifier.citedreference | Nguyen TT, Tchetgen EJT, Kawachi I, Gilman SE, Walter S, Liu SY, et al. Instrumental variable approaches to identifying the causal effect of educational attainment on dementia risk. Ann Epidemiol. 2016; 26: 71 - 76. doi: 10.1016/j.annepidem.2015.10.006. e3. | |
dc.identifier.citedreference | Act ESS. Every student succeeds act (ESSA). Pub L. 2015: 114 - 195. | |
dc.identifier.citedreference | Sisco S, Gross AL, Shih RA, Sachs BC, Glymour MM, Bangen KJ, et al. The role of early-life educational quality and literacy in explaining racial disparities in cognition in late life. J Gerontol B Psychol Sci Soc Sci. 2015; 70: 557 - 567. | |
dc.identifier.citedreference | Hyman J. Does money matter in the long run? Effects of school spending on educational attainment. Am Econ J Econ Policy. 2017; 9: 256 - 280. | |
dc.working.doi | NO | en |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.