scholarly journals Intergenerational Education and Late-life Cognitive Decline among Latinos and Non-Hispanic Whites

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 919-919
Author(s):  
Erika Meza ◽  
Yea-Hung Chen ◽  
Isabel Allen ◽  
Hector Gonzalez ◽  
M Maria Glymour ◽  
...  

Abstract Latinos face a growing burden of Alzheimer’s Disease and related dementia (ADRD). Although education has been established as a strong predictor of ADRD, evidence to date is primarily for non-Latino cohorts. Few studies have assessed the relationship between intergenerational education and one’s cognitive decline. Using the US Health and Retirement Study (N=20,860) we evaluated the joint effect of parental and own educational attainment on immediate and delayed verbal memory scores (range 0-10) from 1998 to 2016. The exposure was a 4-category variable based on parents’ (highest of mother’s or father’s) and participant’s own high school attainment: first-generation (parents’ education <12; own ≥12); multi-generation (both ≥12: REF); neither graduated high school (both <12) and parent(s) graduated high school but not respondent (parents ≥12; own <12). Linear mixed effects models with subject-specific random intercepts and random slopes were stratified by race/ethnicity and tested for a 3-way interaction term (exposure x Latino x time). Models controlled for age, sex, place of birth and retest effects. Baseline verbal memory scores did not differ for first-generation compared to multi-generation high school graduates. Verbal memory decline was faster for first- compared to multi-generation high school graduates among non-Hispanic whites (e.g., β=-0.04; 95% CI: -0.05, -0.03, delayed verbal recall); among Latinos, first and multi-generation high school graduates had similar rates of decline (e.g. β=0.00; 95% CI: -0.03, 0.04, delayed verbal recall; p<0.001 for three-way interaction). Our findings suggest social and economic policies that facilitate educational achievement, particularly for important population subgroups, may reduce ADRD risk.

2019 ◽  
Vol 34 (8) ◽  
pp. 1340-1345 ◽  
Author(s):  
Kelsey C Hewitt ◽  
Meghan W Cody ◽  
Craig D Marker ◽  
David W Loring

Abstract Objective To investigate whether the General Educational Development (GED) certificate should be considered equivalent to a standard 12-year high school education when performing demographic corrections on neuropsychological performance levels. If the GED certificate and high school diploma reflect comparable levels of educational achievement, then performance on the Test of Premorbid Function (TOPF) and selected WAIS-IV indices should not differ between groups. Method Archival neuropsychology data were reviewed to identify patients who either (1) did not complete high school and did not subsequently obtain a GED, (2) did not complete high school but subsequently obtained a GED, or (3) completed high school and did not obtain any further formal education. Most patients were programmatic referrals for epilepsy surgery evaluation, although referrals from the general neurology clinic were also included. The primary dependent measures were the TOPF and WAIS-IV Full Scale IQ (FSIQ). Results High school graduates obtained higher scores on the TOPF (p < .01, partial η2 = 0.16) and FSIQ (p < .01, partial η2 = 0.14) as compared to both GED subjects and subjects withdrawing from high school with no GED. The non-GED group and the GED group did not differ from each other. Conclusions These findings demonstrate that the GED is not equivalent to a standard 12-year high school education when characterizing educational background. Although these data do not address what the appropriate year equivalent should be for the GED when adjusting performance for educational background, using 12 years will likely identify more areas of neuropsychological weakness simply by suggesting higher levels of premorbid ability.


2020 ◽  
pp. 004208592091436
Author(s):  
Antar Tichavakunda ◽  
Carlos Galan

Often without guidance in completing college-related tasks, first-generation students face unique challenges during the summer before college. This case study investigates this critical time period by studying a cohort of 33 newly graduated students from the same urban, public high school. Guided by social capital, college readiness, and nepantla frameworks, results shed light on students’ barriers and pathways to transitioning to postsecondary education. The authors call for an extension of college readiness frameworks to the summer before college and also problematize the notion of a college-ready student.


2021 ◽  
pp. 1-8
Author(s):  
Ryan McGrath ◽  
Sheria G. Robinson-Lane ◽  
Brian C. Clark ◽  
Julie A. Suhr ◽  
Bruno J. Giordani ◽  
...  

Background: Dementia screening is an important step for appropriate dementia-related referrals to diagnosis and treat possible dementia. Objective: We sought to estimate the prevalence of no reported dementia-related diagnosis in a nationally representative sample of older Americans with a cognitive impairment consistent with dementia (CICD). Methods: The weighted analytical sample included 6,036,224 Americans aged at least 65 years old that were identified as having a CICD without history of stroke, cancers, neurological conditions, or brain damage who participated in at least one-wave of the 2010–2016 Health and Retirement Study. The adapted Telephone Interview of Cognitive Status assessed cognitive functioning. Those with scores≤6 were considered as having a CICD. Healthcare provider dementia-related diagnosis was self-reported. Age, sex, educational achievement, and race and ethnicity were also self-reported. Results: The overall estimated prevalence of no reported dementia-related diagnosis for older Americans with a CICD was 91.4%(95%confidence interval (CI): 87.7%–94.1%). Persons with a CICD who identified as non-Hispanic black had a high prevalence of no reported dementia-related diagnosis (93.3%; CI: 89.8%–95.6%). The estimated prevalence of no reported dementia-related diagnosis was greater in males with a CICD (99.7%; CI: 99.6%–99.8%) than females (90.2%; CI: 85.6%–93.4%). Moreover, the estimated prevalence of no reported dementia-related diagnosis for non-high school graduates with a CICD was 93.5%(CI: 89.3%–96.1%), but 90.9%(CI: 84.7%–94.7%) for those with at least a high school education. Conclusion: Dementia screening should be encouraged during routine geriatric health assessments. Continued research that evaluates the utility of self-reported dementia-related measures is also warranted.


AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090853 ◽  
Author(s):  
Jenna W. Kramer

Technology-facilitated interventions following high school graduation have shown promise for increasing the likelihood of college matriculation, but we know little about how to fine-tune these tools. I conducted an experiment in which college-intending Tennessee high school graduates received informational messages in distinct behavioral frames: business-as-usual, in which they received the same messages as the prior cohort; loss aversion, which emphasized what students would lose if they did not act; reduction of ambiguity, which provided details on necessary actions and anticipated completion times; and peer support, which encouraged students to work with friends on enrollment tasks. There was no main effect of the treatment frames. Heterogeneity analyses suggest that, at certain eligibility checkpoints, a loss aversion frame may negatively affect men and the peer support frame may negatively affect first-generation and Black participants. I situate the findings in the literature and recommend future directions for research on informational intervention delivery.


1999 ◽  
Vol 29 (1) ◽  
Author(s):  
Lesley Andres ◽  
Harvey Krahn

This paper uses panel survey data to document the postsecondary educational activity of high school graduates in Edmonton and Vancouver over a five-year period. It enquires whether, in "articulated" postsecondary systems offering a range of institutional choices and a variety of transfer options, large class and gender differences in participation and completion continue to be observed. The results reveal that even in systems explicitly designed to improve access to and encourage completion of postsecondary programs, family background continues to strongly influence postsecondary outcomes. In both cities, social class advantages appear to be passed from one generation to the next, to a large extent, through the high school tracking system, since high school academic program is a strong predictor of postsecondary participation and completion. Gender also continues to matter, but in more subtle ways than in the past.


ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 52-55 ◽  
Author(s):  
Linda Freeman

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.


2003 ◽  
pp. 4-25 ◽  
Author(s):  
L. Grebnev

The dynamics of several demographic indicators of Russia - child and teenage cohorts in 1970-2000, life expectancy in 1995-2000, migration flows among federal districts in the period between two censuses of 1989 and 2002 - are considered in the article. The author puts forward the hypothesis about the influence of these indicators on the level of education in narrow and broad senses - in educational institutions and the society as a whole. He estimates the perspectives of regional higher educational institutions under conditions of absence of plan distribution of graduates and the double cyclical fall in the number of high school graduates. The agenda for the development of a two-stage system of higher education corresponding with international integration processes is formulated.


Sign in / Sign up

Export Citation Format

Share Document