Which newborns in New York City are at risk for special education placement?

Goldberg, D.; McLaughlin, Megan M.; Grossi, Maria Aparecida F; Tytun, Alex; Blum, Sharon

doi:10.2105/ajph.82.3.438

Cited by 14 publications

(7 citation statements)

References 3 publications

(1 reference statement)

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“…We derived 12 dichotomous indicators of possible biomedical and demographic risk for poor school performance, using N YC birth certificate data, as suggested by previous studies of school performance in N YC~Andrews, Kerner, Zauber, Mandelblatt, Pittman, & Struening, 1995;Goldberg et al, 1992! : low birth weight~Ͻ2,500 grams!, inadequate spacing between births~Ͻ18 months between pregnancies!, maternal substance abuse~including alcohol!, maternal smoking in pregnancy, payment for birth by Medicaid~a poverty indicator!, maternal education~Ͻ12 years!, parity~Ͼ2 siblings!, lack of prenatal care~no prenatal visits!, low 5-minute Apgar score~Ͻ8!, birth complications~one or more vs. no complications!, marital status~unmarried at time of birth!, mother's place of nativity~foreign versus U.S. born!.…”

Section: Specification Of Variablesmentioning

confidence: 99%

“…There is an extensive literature documenting the impact of individual biologic and socioeconomic risk factors on child development and school performance, and a growing literature on the developmental effects of urban neighborhood conditions e.g., Brooks-Gunn, Duncan, & Aber, 1997! At the individual level, the impact of biomedical and psychosocial influences on intellectual development appears to be cumulative~Dunst & Trivette, 1994;Sameroff, Seifer, Barocas, Zax, & Greenspan, 1987!, accounting for a significant proportion of the variance in school outcomes e.g., Goldberg, McLaughlin, Grossi, Tytun, & Blum, 1992!. Garbarino estimates that as many as 20% of American children experience a major accumulation of risk, including poverty, single-parent households, low parental education, and other social disadvantages~2001!.…”

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confidence: 99%

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Biological, social, and community influences on third‐grade reading levels of minority Head Start children: A multilevel approach

Rauh

Parker

Garfinkel

et al. 2003

Journal Community Psychology

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The purpose of the study was to determine the impact of individual and community level risks on school outcomes of children who attend Head Start. We studied a sample of 3,693 African American and Hispanic children who had been born in New York City, participated in Head Start, and attended New York City public schools. The outcome was the score obtained on a citywide third‐grade reading test. Individual level risk factors were derived from birth certificate data. Community level risks were extracted from citywide U.S. Census data and other public‐access data sets. Multilevel regression analyses indicated that at the individual level, lower reading scores were significantly associated with: male gender, low birth weight, unmarried mother, low maternal education, and inadequate interpregnancy spacing. Controlling for individual‐level risk, concentrated community poverty significantly lowered reading scores, and a high percentage of immigrants in the community significantly raised scores. There was also a significant crosslevel effect: boys benefited more than girls from the immigrant community effect. The evidence suggests that we can better identify children at future educational risk and maximize the success of early intervention programs by exploring influences on school success at multiple levels, including the community. © 2003 Wiley Periodicals, Inc. J Comm Psychol 31: 255–278, 2003.

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Section: Specification Of Variablesmentioning

confidence: 99%

mentioning

confidence: 99%

Biological, social, and community influences on third‐grade reading levels of minority Head Start children: A multilevel approach

Rauh

Parker

Garfinkel

et al. 2003

Journal Community Psychology

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“…Each risk factor reported in the current study, in isolation, has been shown to be associated with adverse developmental outcomes (Andrews et al, 1995;Goldberg et al, 1992;Halsey, Collin, & Anderson, 1993;Miller & Moore, 1990;Stanton-Chapman et al, 2002;Vohr, Garcia-Coll, & Oh, 1988). The accumulation of multiple risk factors therefore appears to increase the negative effects of poverty.…”

Section: Discussionmentioning

confidence: 67%

Cumulative Risk and Low-Income Children's Language Development

Stanton‐Chapman

Chapman

Kaiser

et al. 2004

Topics in Early Childhood Special Education

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T his study utilized an electronic data linkage method to examine the effects of risk factors present at birth on language development in preschool. The Preschool Language Scale-3 (PLS-3) was administered to 853 low-income children, and cumulative risk data were abstracted from linked birth records. At least one risk factor was present in 94% of this sample, while 39% were exposed to three or more risk factors. On average, a girl's PLS-3 Total Score decreased by 2.3 points with each risk factor; the average decrease for boys was 1.1 point per risk factor. The accumulation of multiple risk factors thus appears to increase the negative effects of poverty. Researchers are encouraged to use historical administrative data sets to support prevention and early identification efforts.

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“…We derived 20 variables representing obstetric,individual-level,andcommunitylevel characteristics, many of which conferriskforpoor schoolperformance, as suggested by previous studies. 15,16,19 Obstetric characteristics included gestational week at birth (defined by the start of the week, ie, from 37 weeks, 0 days, to 37 weeks, 6 days), birth weight, cesarean delivery, parity, low prenatal care (#6 prenatal visits), and advanced maternal age ($35 years).…”

Section: Specification Of Variablesmentioning

confidence: 99%

Academic Achievement Varies With Gestational Age Among Children Born at Term

2012

PEDIATRICS

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WHAT'S KNOWN ON THIS SUBJECT: Late preterm infants are at risk for a variety of developmental impairments; however, little is known about developmental differences among children born within the term range of 37 to 41 weeks' gestation. WHAT THIS STUDY ADDS:This study links comprehensive birth record data from 128 050 term births to children' s school records 8 years later. Analyses establish that, even among the "normal term" range, gestational age is an important independent predictor of academic achievement.abstract OBJECTIVE: The goal of this study was to examine the degree to which children born within the "normal term" range of 37 to 41 weeks' gestation vary in terms of school achievement.METHODS: This study analyzed data from 128 050 singleton births born between 37 and 41 weeks' gestation in a large US city. Data were extracted from city birth records to assess a number of obstetric, social, and economic variables, at both the individual and community levels. Birth data were then matched with public school records of standardized city-wide third-grade reading and math tests. Specifically, we assessed (1) whether children born within the normal term range of 37 to 41 weeks' gestation show differences in reading and/or math ability 8 years later as a function of gestational age, and (2) the degree to which a wide range of individual-and community-level social and biological factors mediate this effect.RESULTS: Analyses revealed that gestational age within the normal term range was significantly and positively related to reading and math scores in third grade, with achievement scores for children born at 37 and 38 weeks significantly lower than those for children born at 39, 40, or 41 weeks. This effect was independent of birth weight, as well as a number of other obstetric, social, and economic factors. CONCLUSIONS:Earlier normal term birth may be a characteristic considered by researchers, clinicians, and parents to help identify children who may be at risk for poorer school performance. Pediatrics 2012;130:e257-e264 AUTHORS:

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Which newborns in New York City are at risk for special education placement?

Abstract: 16. Schwartz D. Methodes statistiques a l'usage des m6decins et des biologistes.

Cited by 14 publications

References 3 publications

Biological, social, and community influences on third‐grade reading levels of minority Head Start children: A multilevel approach

Biological, social, and community influences on third‐grade reading levels of minority Head Start children: A multilevel approach

Cumulative Risk and Low-Income Children's Language Development

Academic Achievement Varies With Gestational Age Among Children Born at Term

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