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Assessing gestational age and school performance among siblings born in New York City, 1994 - 1998
Descriptive
TitleInfo
Title
Assessing gestational age and school performance among siblings born in New York City, 1994 - 1998
Name
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Clark
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Carla M.
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1976-
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Carla M. Clark
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author
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Marian R
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Marian R Passannante
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Advisory Committee
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chair
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Kim
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Soyeon
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Soyeon Kim
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Advisory Committee
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internal member
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Mehta
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Rahjeev
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Rahjeev Mehta
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Advisory Committee
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internal member
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(type = family)
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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School of Graduate Studies
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school
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Text
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theses
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2020
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2020-01
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2020
Language
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English
Abstract
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Background: While many studies have established prematurity (births occurring before 37 weeks of gestation) as a major risk factor for neonatal morbidity and mortality, and poorer cognitive ability, the evidence on poorer cognitive outcomes/school performance in early term births (births occurring at 37-38 weeks gestation) versus that of full term births (39-41 weeks) is inconsistent. This dissertation seeks to add to the existing literature by assessing the relationship between gestational age (specifically early term births) and school performance controlling for the impact of unmeasured qualities of the family environment that may impact this association by using data from siblings.
Methods: This study uses linked birth registry and school records from the Longitudinal Study of Early Development (LSED) data warehouse, and includes children born in New York City between 1994 and 1998 who attended a New York City Public School during the 3rd grade. School performance is measured based on 3rd grade Math and English Language Arts (ELA) standardized test z-scores. Gestational age is based on the obstetric estimate from the birth certificate. Analysis utilizes a hybrid random effects model to allow for simultaneous estimation of within and between sibling group effects of gestational age on ELA and Math z-scores. Models control for various demographic and clinical characteristics previously associated with gestational age and school outcomes.
Results: A total of 31,647 births in 15,432 sibling groups (range 2-4 siblings/group) were included in the analysis. Modeling revealed that a within sibling group difference in gestational age was not associated with a significant difference in ELA z-score (β=-0.003, 95% CI: -0.03, 0.03) nor Math z-score (β=0.007, 95% CI: -0.02, 0.04). However, several other variables (e.g. birth order, blood lead level, size for gestational age) were associated with significant within sibling group differences in ELA and Math z-scores.
Conclusions: Being born early term (37-38 weeks) versus full term (39-41 weeks) was not associated with standardized test score performance. Among children born at 37 or greater weeks’ gestation, familial, social and environmental factors that have been shown to increase the probability of giving birth before or after 37 weeks are also associated with poorer school outcomes.
Methods: This study uses linked birth registry and school records from the Longitudinal Study of Early Development (LSED) data warehouse, and includes children born in New York City between 1994 and 1998 who attended a New York City Public School during the 3rd grade. School performance is measured based on 3rd grade Math and English Language Arts (ELA) standardized test z-scores. Gestational age is based on the obstetric estimate from the birth certificate. Analysis utilizes a hybrid random effects model to allow for simultaneous estimation of within and between sibling group effects of gestational age on ELA and Math z-scores. Models control for various demographic and clinical characteristics previously associated with gestational age and school outcomes.
Results: A total of 31,647 births in 15,432 sibling groups (range 2-4 siblings/group) were included in the analysis. Modeling revealed that a within sibling group difference in gestational age was not associated with a significant difference in ELA z-score (β=-0.003, 95% CI: -0.03, 0.03) nor Math z-score (β=0.007, 95% CI: -0.02, 0.04). However, several other variables (e.g. birth order, blood lead level, size for gestational age) were associated with significant within sibling group differences in ELA and Math z-scores.
Conclusions: Being born early term (37-38 weeks) versus full term (39-41 weeks) was not associated with standardized test score performance. Among children born at 37 or greater weeks’ gestation, familial, social and environmental factors that have been shown to increase the probability of giving birth before or after 37 weeks are also associated with poorer school outcomes.
Subject
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Topic
Public Health
Subject
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Topic
Gestational age
Subject
(authority = LCSH)
Topic
Premature infants -- Education -- New York (State) -- New York
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Rutgers University Electronic Theses and Dissertations
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ETD_10538
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Extent
1 online resource (viii, 149 pages) : illustrations
Note
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Ph.D.
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Includes bibliographical references
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School of Graduate Studies Electronic Theses and Dissertations
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rucore10001600001
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NjNbRU
Identifier
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doi:10.7282/t3-7cqf-3m37
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(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
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Clark
GivenName
Carla
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Permission or license
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2020-01-12 16:09:53
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Carla Clark
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Rutgers University. School of Graduate Studies
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2020-01-16T16:18:24
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2020-01-16T16:18:24
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