Evaluating Scholastic Achievement in Pediatric Brain Tumor Survivors Compared With Healthy Controls

Radiation therapy (RT) causes cognitive deficits in pediatric brain tumor survivors (PBTS). Traditionally, this is measured using neuropsychological testing, which lack prediagnosis baseline and do not necessarily trigger action. This pilot project investigated a novel patient-centered outcome of scholastic performance using state-collected educational data.

We retrospectively analyzed scholastic achievements in children residing in Florida. Eligibility in the treatment group received brain-directed RT between 2007 and 2020 at our institution. Controls were matched at a 3:1 ratio by age, grade, district, and free or reduced lunch eligibility. The Florida Department of Education provided educational records for both groups. Generalized linear mixed-effects models were used to predict scholastic outcomes with covariates age, time (binary value of pre- or post-RT), treatment group, and the primary independent variable as the interaction term between time and treatment. Scholastic data were matched with institutional clinical data.

A total of 50 PBTS and 150 matched controls were included for analysis. The median age of PBTS was 12, 12% identified as Black, and 18% identified as Hispanic. Fifty-two percent were eligible for free or reduced lunch. Forty percent received craniospinal irradiation, and 56% received chemotherapy. Post-RT PBTS had 21 times the odds of receiving accommodations (P = .006), twice the odds of being retained (P = .010), and 42% lower odds than controls receiving a passing mathematics score (P = .068).

To our knowledge, this is the first American experience to successfully link individual scholastic and clinical data. Scholastic performance serves as a meaningful patient-centered outcome complementing the existing suite of neuropsychological testing.