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Association of Type 1 Diabetes With Standardized Test Scores of Danish Schoolchildren.

ABSTRACT: Importance:Type 1 diabetes has been associated with cardiovascular disease and late complications such as retinopathy and nephropathy. However, it is unclear whether there is an association between type 1 diabetes and school performance in children. Objective:To compare standardized reading and mathematics test scores of schoolchildren with type 1 diabetes vs those without diabetes. Design, Setting, and Participants:Population-based retrospective cohort study from January 1, 2011, to December 31, 2015 (end date of follow-up), including Danish public schoolchildren attending grades 2, 3, 4, 6, and 8. Test scores were obtained in math (n?=?524?764) and reading (n?=?1?037?006). Linear regression models compared outcomes with and without adjustment for socioeconomic characteristics. Exposures:Type 1 diabetes. Main Outcomes and Measures:Primary outcomes were pooled test scores in math and reading (range, 1-100). Results:Among 631?620 included public schoolchildren, the mean (SD) age was 10.31 (SD, 2.42) years, and 51% were male; 2031 had a confirmed diagnosis of type 1 diabetes. Overall, the mean combined score in math and reading was 56.11 (SD, 24.93). There were no significant differences in test scores found between children with type 1 diabetes (mean, 56.56) and children without diabetes (mean, 56.11; difference, 0.45 [95% CI, -0.31 to 1.22]). The estimated difference in test scores between children with and without type 1 diabetes from a linear regression model with adjustment for grade, test topic, and year was 0.24 (95% CI, -0.90 to 1.39) and 0.45 (95% CI, -0.58 to 1.49) with additional adjustment for socioeconomic status. Conclusions and Relevance:Among Danish public schoolchildren, there was no significant difference in standardized reading and mathematics test scores of children with type 1 diabetes compared with test scores of children without diabetes.

SUBMITTER: Skipper N

PROVIDER: S-EPMC6439618 | biostudies-literature | 2019 Feb

REPOSITORIES: biostudies-literature

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Association of Type 1 Diabetes With Standardized Test Scores of Danish Schoolchildren.

Skipper Niels N Gaulke Amanda A Sildorf Stine Møller SM Eriksen Tine M TM Nielsen Nick Fabrin NF Svensson Jannet J

JAMA 20190201 5

<h4>Importance</h4>Type 1 diabetes has been associated with cardiovascular disease and late complications such as retinopathy and nephropathy. However, it is unclear whether there is an association between type 1 diabetes and school performance in children.<h4>Objective</h4>To compare standardized reading and mathematics test scores of schoolchildren with type 1 diabetes vs those without diabetes.<h4>Design, setting, and participants</h4>Population-based retrospective cohort study from January 1 ...[more]

PMID: 30721295

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Project description:UnlabelledThe objective of this research was to determine if prenatal exposure to two common urban air pollutants, diesel and perchloroethylene, affects children's 3rd grade standardized test scores in mathematics and English language arts (ELA). Exposure estimates consisted of annual average ambient concentrations of diesel particulate matter and perchloroethylene obtained from the Environmental Protection Agency's 1996 National Air Toxics Assessment for the residential census tract at birth. Outcome data consisted of linked birth and educational records for 201,559 singleton, non-anomalous children born between 1994 and 1998 who attended New York City public schools. Quantile regression models were used to estimate the effects of these exposures on multiple points within the continuous distribution of standardized test scores. Modified Poisson regression models were used to calculate risk ratios (RR) and 95% confidence intervals (CI) of failing to meet curricula standards, an indicator derived from test scores. Models were adjusted for a number of maternal, neighborhood and childhood factors. Results showed that math scores were approximately 6% of a standard deviation lower for children exposed to the highest levels of both pollutants as compared to children with low levels of both pollutants. Children exposed to high levels of both pollutants also had the largest risk of failing to meet math test standards when compared to children with low levels of exposure to the pollutants (RR 1.10 95%CI 1.07,1.12 RR high perchloroethylene only 1.03 95%CI 1.00,1.06; RR high diesel PM only 1.02 95%CI 0.99,1.06). There was no association observed between exposure to the pollutants and failing to meet ELA standards. This study provides preliminary evidence of associations between prenatal exposure to urban air pollutants and lower academic outcomes. Additionally, these findings suggest that individual pollutants may additively impact health and point to the need to study the collective effects of air pollutant mixtures.Key wordsair toxics, academic outcomes, urban health, tetrachloroethylene, air pollutant mixtures.

Project description:BACKGROUND:Children in the UK go through rigorous teacher assessments and standardized exams throughout compulsory (elementary and secondary) education, culminating with the GCSE exams (General Certificate of Secondary Education) at the age of 16 and A-level exams (Advanced Certificate of Secondary Education) at the age of 18. These exams are a major tipping point directing young individuals towards different lifelong trajectories. However, little is known about the associations between teacher assessments and exam performance or how well these two measurement approaches predict educational outcomes at the end of compulsory education and beyond. METHODS:The current investigation used the UK-representative Twins Early Development Study (TEDS) sample of over 5,000 twin pairs studied longitudinally from childhood to young adulthood (age 7-18). We used teacher assessment and exam performance across development to investigate, using genetically sensitive designs, the associations between teacher assessment and standardized exam scores, as well as teacher assessments' prediction of exam scores at ages 16 and 18, and university enrolment. RESULTS:Teacher assessments of achievement are as reliable, stable and heritable (~60%) as test scores at every stage of the educational experience. Teacher and test scores correlate strongly phenotypically (r ~ .70) and genetically (genetic correlation ~.80) both contemporaneously and over time. Earlier exam performance accounts for additional variance in standardized exam results (~10%) at age 16, when controlling for teacher assessments. However, exam performance explains less additional variance in later academic success, ~5% for exam grades at 18, and ~3% for university entry, when controlling for teacher assessments. Teacher assessments also predict additional variance in later exam performance and university enrolment, when controlling for previous exam scores. CONCLUSIONS:Teachers can reliably and validly monitor students' progress, abilities and inclinations. High-stakes exams may shift educational experience away from learning towards exam performance. For these reasons, we suggest that teacher assessments could replace some, or all, high-stakes exams.

Project description:BackgroundExisting studies on intellectual consequences of alcohol-related disorders are primarily cross-sectional and compare intelligence test scores of individuals with and without alcohol-related disorders, hence mixing the influence of alcohol-related disorders and predisposing factors such as premorbid intelligence. In this large-scale study, the primary aim was to estimate associations of alcohol-related disorders with changes in intelligence test scores from early adulthood to late midlife.MethodsData were drawn from a follow-up study on middle-aged men, which included a re-examination of the same intelligence test as completed in young adulthood at military conscription (total analytic sample = 2,499). Alcohol-related hospital diagnoses were obtained from national health registries, whereas treatment for alcohol problems was self-reported at follow-up. The analyses included adjustment for year of birth, retest interval, baseline intelligence quotient (IQ) score, education, smoking, alcohol consumption, and psychiatric and somatic comorbidity.ResultsIndividuals with alcohol-related hospital diagnoses (8%) had a significantly lower baseline IQ score (95.0 vs. 100.5, p < 0.001) and a larger decline in IQ scores from baseline to follow-up (-8.5 vs. -4.8, p < 0.001) than individuals without such diagnoses. The larger decline in IQ scores with alcohol-related hospital diagnoses remained statistically significant after adjustment for all the covariates. Similar results were revealed when IQ scores before and after self-reported treatment for alcohol problems (10%) were examined.ConclusionsIndividuals with alcohol-related disorders have a lower intelligence test score both in young adulthood and in late midlife, and these disorders, moreover, seem to be associated with more age-related decline in intelligence test scores. Thus, low mean intellectual ability observed in individuals with alcohol-related disorders is probably a result of both lower premorbid intelligence and more intellectual decline.

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Association of Type 1 Diabetes With Standardized Test Scores of Danish Schoolchildren.

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Association of Type 1 Diabetes With Standardized Test Scores of Danish Schoolchildren.

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