Self-Reported Dementia-Related Diagnosis Underestimates the Prevalence of Older Americans Living with Possible Dementia

2021 ◽  
pp. 1-8
Author(s):  
Ryan McGrath ◽  
Sheria G. Robinson-Lane ◽  
Brian C. Clark ◽  
Julie A. Suhr ◽  
Bruno J. Giordani ◽  
...  
Keyword(s):  
High School ◽  
Race And Ethnicity ◽  
Educational Achievement ◽  
High School Graduates ◽  
Cognitive Status ◽  
Older Americans ◽  
Dementia Screening ◽  
High Prevalence ◽  
History Of ◽  
Nationally Representative

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.

scholarly journals Postsecondary Educational Attainment and Health among Younger U.S. Adults in the “College-for-All” Era

2021 ◽  
Vol 7 ◽  
pp. 237802312110211
Author(s):  
Anna Zajacova ◽  
Elizabeth Lawrence
Keyword(s):  
High School ◽  
Health Outcomes ◽  
High School Graduates ◽  
Early Adulthood ◽  
Associate Degrees ◽  
Bachelor's Degrees ◽  
Nationally Representative ◽  
The Impact ◽  
High School Diplomas ◽  
Postsecondary Attainment

Population-health research has neglected differentiation within postsecondary educational attainments. This gap is critical to understanding health inequality because college experience with no degree, vocational/technical certificates, and associate degrees may affect health differently. We examine health across detailed postsecondary attainment levels. We analyze data on 14,750 respondents in Waves I and IV of the nationally representative Add Health panel spanning adolescence to ages 26 to 34. Multivariate regression and counterfactual approaches to minimize the impact of confounders estimate multiple health outcomes across postsecondary attainment levels. Compared to high school diplomas, we find significant returns to bachelor’s degrees for most health outcomes and smaller but largely significant returns to associate degrees. In contrast, adults with some college but no degree or with vocational/technical certificates do not have better physical health than high school graduates. Our findings highlight the stark differentiation within higher education as reflected by the disparate health outcomes in early adulthood.

scholarly journals Measuring Childlessness Among Middle-Aged and Older Americans

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 25-25
Author(s):  
Xiao Xu ◽  
Jersey Liang ◽  
BoRin Kim ◽  
James Raymo ◽  
Mary Beth Ofstedal
Keyword(s):  
High School ◽  
Similar Proportion ◽  
Middle Aged ◽  
Care Needs ◽  
Term Care ◽  
Older Americans ◽  
Biological Children ◽  
Nationally Representative ◽  
Complex Sample Design

Abstract Existing literature on childlessness among middle-aged and older Americans is sparse, and measuring childlessness is not straightforward for those with complex family histories. To address this knowledge gap, we examined data on 19,929 respondents age ≥50 from the 2016 Health and Retirement Study. All analyses accounted for complex sample design to generate nationally representative estimates. The proportion of respondents without children differed significantly depending on how “childless” was defined: 1) 14.9% (95% confidence interval [CI]: 13.9-15.9%) having no biological children, versus 2) 10.4% (95% CI: 9.5-11.3%) having no children/step-children that were living and in-contact. When measured based on absence of biological children, the prevalence of childlessness was higher in younger cohorts (17.7%, 13.2%, and 9.0% for age 50-64, 65-74, and ≥75 years, respectively, p<0.001) and among more educated individuals (17.4%, 12.3%, and 9.6% for more than high school, high school, and less than high school education, respectively, p<0.001). The prevalence of childlessness was also higher among men (16.7%) than women (13.2%) (p<0.001) and among non-Hispanic whites (16.0%) than Hispanics (9.8%) (p<0.001). Similar patterns, but lower prevalence, were observed when measuring childlessness based on absence of children/step-children that were living and in-contact. Although non-Hispanic whites (16.0%) were more likely than non-Hispanic blacks (13.0%) to have no biological children (p=0.007), a similar proportion of them had no children/step-children that were living and in-contact (10.8% versus 10.6%, p=0.06). Given fertility decline and growing family complexity, these findings help inform the structure of social support and long-term care needs of middle-aged and older Americans.

Literacy in Decline: Untangling the Evidence

2007 ◽  
Vol 70 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Daphne A. Jameson
Keyword(s):  
High School ◽  
High School Students ◽  
High School Graduates ◽  
Educational Institutions ◽  
School Students ◽  
Effect Change ◽  
Verbal Abilities ◽  
Reasoning Abilities ◽  
Reading Abilities ◽  
History Of

National assessments of U.S. high school students' writing and other verbal abilities do not show that literacy has declined substantially in recent years. In fact, scores have been relatively stable since the 1980s. The proportion of students with solid writing and reading abilities has held fairly steady but remained small during the past 25 years. During this period, however, the proportion of high school graduates who enter higher education has soared. Thus, more students with weak verbal abilities now enter college. Initiatives that encourage people to continue their education have succeeded, whereas initiatives to improve writing, reading, and reasoning abilities have not. The complex causes of entering college students' weak verbal abilities include social and cultural forces as well as decisions by educational institutions. By understanding the complicated history of this issue and reframing it in positive terms, business and technical communication faculty can help effect change.

scholarly journals General Educational Development (GED) and Educational Attainment Equivalency for Demographically Adjusted Norms†

2019 ◽  
Vol 34 (8) ◽  
pp. 1340-1345 ◽  
Author(s):  
Kelsey C Hewitt ◽  
Meghan W Cody ◽  
Craig D Marker ◽  
David W Loring
Keyword(s):  
High School ◽  
Formal Education ◽  
Educational Achievement ◽  
High School Graduates ◽  
Educational Development ◽  
Educational Background ◽  
School Education ◽  
General Educational Development ◽  
High School Education ◽  
Neurology Clinic

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.

Prescription Opioids in Adolescence and Future Opioid Misuse

2018 ◽  
pp. 49-57
Author(s):  
Richard Miech ◽  
Lloyd Johnston ◽  
Patrick M. O’Malley ◽  
Katherine M. Keyes ◽  
Kennon Heard
Keyword(s):  
High School ◽  
Drug Use ◽  
Illegal Drug ◽  
Opioid Misuse ◽  
Opioid Use ◽  
Illegal Drug Use ◽  
12Th Grade ◽  
History Of ◽  
Monitoring The Future ◽  
Nationally Representative

BACKGROUND AND OBJECTIVE Legitimate opioid use is associated with an increased risk of long-term opioid use and possibly misuse in adults. The objective of this study was to estimate the risk of future opioid misuse among adolescents who have not yet graduated from high school. METHODS Prospective, panel data come from the Monitoring the Future study. The analysis uses a nationally representative sample of 6220 individuals surveyed in school in 12th grade and then followed up through age 23. Analyses are stratified by predicted future opioid misuse as measured in 12th grade on the basis of known risk factors. The main outcome is nonmedical use of a prescription opioid at ages 19 to 23. Predictors include use of a legitimate prescription by 12th grade, as well as baseline history of drug use and baseline attitudes toward illegal drug use. RESULTS Legitimate opioid use before high school graduation is independently associated with a 33% increase in the risk of future opioid misuse after high school. This association is concentrated among individuals who have little to no history of drug use and, as well, strong disapproval of illegal drug use at baseline. CONCLUSIONS Use of prescribed opioids before the 12th grade is independently associated with future opioid misuse among patients with little drug experience and who disapprove of illegal drug use. Clinic-based education and prevention efforts have substantial potential to reduce future opioid misuse among these individuals, who begin opioid use with strong attitudes against illegal drug use.

scholarly journals Diminished Returns of Educational Attainment on Heart Disease among Black Americans

2020 ◽  
Vol 14 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Shervin Assari ◽  
Sharon Cobb ◽  
Mohammed Saqib ◽  
Mohsen Bazargan
Keyword(s):  
High School ◽  
Heart Disease ◽  
Educational Attainment ◽  
Race And Ethnicity ◽  
Black People ◽  
Hispanic Americans ◽  
Future Research ◽  
Behavioral Risk ◽  
Nationally Representative ◽  
Higher Educational Attainment

Background: Socioeconomic Status (SES) indicators, such as educational attainment, are social determinants of heart disease. Marginalization related Diminished Returns (MDRs) refer to smaller health benefits of high SES for racial and ethnic minorities compared to the majority group. It is still unknown, however, if MDRs also apply to the effects of education on heart disease. Purpose: Using a nationally representative sample, we explored racial/ethnic variation in the link between educational attainment and heart disease among American adults. Methods: We analyzed data (n=25,659) from a nationally representative survey of American adults in 2013. The first wave of the Population Assessment of Tobacco and Health - Adult (PATH-Adult) study was used. The independent variable was education (college graduate, high school graduate, less than a high school diploma). The dependent variable was any heart disease. Age and gender were the covariates. Race, as well as ethnicity, were the moderators. Logistic regressions were used to analyze the data. Results: Individuals with higher educational attainment had lower odds of heart disease. Race and ethnicity showed statistically significant interactions with education, suggesting that the protective effect of higher education on reducing odds of heart disease was smaller for Hispanic and Black people than for non-Hispanic and White individuals. Conclusion: Education reduces the risk of heart disease better among non-Hispanic Whites than for Hispanics and Blacks. Therefore, we may expect a disproportionately higher than expected risk of heart disease in Hispanics and Blacks with high educational attainment. Future research should test if the presence of high levels of environmental and behavioral risk factors contribute to the high risk of heart disease in highly educated Black and Hispanic Americans. Policymakers should not reduce health inequalities to just gaps in SES because disparities are present across SES levels, with high SES Blacks and Hispanics remaining at risk of health problems.

scholarly journals The Transformation of Higher Education in Turkmenistan: Continuity and Change

2018 ◽  
pp. 387-405 ◽  
Author(s):  
Victoria Clement ◽  
Zumrad Kataeva
Keyword(s):  
Higher Education ◽  
High School ◽  
Education Policy ◽  
High School Graduates ◽  
History Of Education ◽  
Past Century ◽  
Continuity And Change ◽  
The Past ◽  
Societal Needs ◽  
History Of

AbstractOver the past century Turkmenistan developed a modern system of higher education that grew from a single university under Moscow’s direction to 24 institutions today. Under Presidents Niyazow and Berdimuhamedow, educational infrastructure developed dramatically. Despite this growth, the system of higher education suffers from a lack of faculty—universities meet the needs of less than ten percent of high school graduates. Additionally, curricula continue to reflect a strong and pervasive state ideology. Overall, the state—the only purveyor of higher education in Turkmenistan—is not meeting societal needs. This article explores the history of education policy in post-Soviet Turkmenistan, focusing on the reforms initiated by that country’s first two presidents.

scholarly journals Race, Ethnicity, Socioeconomic Status, and Chronic Lung Disease in the U.S.

2020 ◽  
Vol 5 (1) ◽  
pp. p48 ◽  
Author(s):  
Shervin Assari ◽  
Hamid Chalian ◽  
Mohsen Bazargan
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
Educational Attainment ◽  
Chronic Bronchitis ◽  
Race And Ethnicity ◽  
Hispanic Americans ◽  
Future Research ◽  
Chronic Obstructive ◽  
Chronic Lung Diseases ◽  
Nationally Representative

Background: Higher socioeconomic status (SES) indicators such as educational attainment and income reduce the risk of chronic lung diseases (CLDs) such as Chronic Obstructive Pulmonary Disease (COPD), emphysema, chronic bronchitis, and asthma. Marginalization-related Diminished Returns (MDRs) refer to smaller health benefits of high SES for marginalized populations such as racial and ethnic minorities compared to the socially privileged groups such as non-Hispanic Whites. It is still unknown, however, if MDRs also apply to the effects of education and income on CLDs. Purpose: Using a nationally representative sample, the current study explored racial and ethnic variation in the associations between educational attainment and income and CLDs among American adults.Methods: In this study, we analyzed data (n = 25,659) from a nationally representative survey of American adults in 2013 and 2014. Wave one of the Population Assessment of Tobacco and Health (PATH)-Adult study was used. The independent variables were educational attainment (less than high school = 1, high school graduate = 2, and college graduate = 3) and income (living out of poverty = 1, living in poverty = 0). The dependent variable was any CLDs (i.e., COPD, emphysema, chronic bronchitis, and asthma). Age, gender, employment, and region were the covariates. Race and ethnicity were the moderators. Logistic regressions were fitted to analyze the data. Results: Individuals with higher educational attainment and those with higher income (who lived out of poverty) had lower odds of CLDs. Race and ethnicity showed statistically significant interactions with educational attainment and income, suggesting that the protective effects of high education and income on reducing odds of CLDs were smaller for Blacks and Hispanics than for non-Hispanic Whites. Conclusions: Education and income better reduce the risk of CLDs among Whites than Hispanics and Blacks. That means we should expect disproportionately higher than expected risk of CLDs in Hispanics and Blacks with high SES. Future research should test if high levels of environmental risk factors contribute to the high risk of CLDs in high income and highly educated Black and Hispanic Americans. Policy makers should not reduce health inequalities to SES gaps because disparities sustain across SES levels, with high SES Blacks and Hispanics remaining at risk of health problems.

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 ◽  
...  
Keyword(s):  
High School ◽  
Cognitive Decline ◽  
Verbal Memory ◽  
First Generation ◽  
Educational Achievement ◽  
High School Graduates ◽  
Strong Predictor ◽  
Joint Effect ◽  
Verbal Recall ◽  
Intergenerational Education

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.

After Commencement, Clarity

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 52-55 ◽  
Author(s):  
Linda Freeman
Keyword(s):  
High School ◽  
High School Graduates ◽  
Autism Spectrum ◽  
Speech Language Pathologists

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.

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