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School achievement and failure in very low birth weight children
P K Klebanov1, J Brooks-Gunn, M C McCormick
1Columbia University, Teachers College, New York, New York.
Insights
Children with extremely low birth weight (ELBW) face increased risks for poor school function, including grade failure and lower achievement scores. This highlights potential long-term educational needs for these vulnerable children.
Area of Science:
- Pediatrics
- Developmental Psychology
- Educational Psychology
Background:
- Low birth weight is a known risk factor for developmental challenges.
- Understanding the specific impact on school function is crucial for early intervention.
Purpose of the Study:
- To investigate the association between birth weight categories and school performance.
- To identify specific academic challenges faced by children with low birth weight, particularly extremely low birth weight (ELBW).
Main Methods:
- A cohort of 1868 children was categorized by birth weight: ELBW (< or = 1000 g), other very low birth weight (1001-1500 g), heavier low birth weight (1501-2500 g), and normal birth weight (NBW > 2500 g).
- School achievement indicators included grade failure, special class placement, handicapped classification, and math/reading scores (Woodcock-Johnson Battery).
- Analyses controlled for maternal education and neonatal length of stay.
Main Results:
- A significant trend showed increased rates of grade failure, special class placement, and handicapped classification as birth weight decreased.
- Extremely low birth weight (ELBW) children scored significantly lower on math and reading achievement tests compared to all other groups.
- Even with IQ scores above 85, ELBW children demonstrated lower math scores than normal birth weight (NBW) children.
Conclusions:
- Birth weight is a critical predictor of school function, with lower birth weight associated with poorer academic outcomes.
- Extremely low birth weight (ELBW) poses a substantial risk for academic difficulties, necessitating targeted educational support.
- These findings underscore the importance of continued monitoring and intervention for ELBW children to address potential future educational needs.
Abstract:
The extent to which low birth weight confers a risk for poor school function remains an important question. Children (N = 1868) in four birth weight categories [extremely low birth weight (ELBW; children weighed < or = 1000 g at birth, n = 247), other very low birth weight (1001 through 1500 g, n = 364), heavier low birth weight (1501 through 2500 g, n = 724), and normal birth weight (NBW > 2500 g, n = 533)] were compared on indicators of school achievement which included grade failure, placement in special classes, classification as handicapped, and math and reading achievement scores (Woodcock-Johnson Battery). Our results indicate that as birth weight decreases, the prevalence of grade failure, placement in special classes, and classification as handicapped increases, even when controlling for maternal education and neonatal stay. Moreover, ELBW children score lower than all other birth weight groups on math and reading achievement tests. Even among children with IQ scores above 85, ELBW children still obtain lower math scores than NBW children, suggesting the potential for future educational needs.