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Journal of Pediatric Psychology Advance Access published online on July 7, 2009
Journal of Pediatric Psychology, doi:10.1093/jpepsy/jsp057
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© The Author 2009. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Neighborhood Influences on the Academic Achievement of Extremely Low Birth Weight Children

Laura Andreias, MD, MS1, Elaine Borawski, PhD2, Mark Schluchter, PhD2, HGerry Taylor, PhD1, Nancy Klein, PhD1 and Maureen Hack, MB, ChB1

1Department of Pediatrics, Rainbow Babies and Children's Hospital, University Hospitals of Cleveland, Case Medical Center and 2Department of Epidemiology and Biostatistics, Case Western Reserve University

All correspondence concerning this article should be addressed to Dr Laura Andreias, c/o Dr Maureen Hack, Rainbow Babies and Children's Hospital, University Hospitals of Cleveland, Case Medical Center, 11100 Euclid Ave., Cleveland, OH 44106, USA. E-mail: lce5{at}case.edu


  Abstract

Objective To examine neighborhood effects on academic achievement of children with extremely low birth weight (ELBW <1000 g) and normal birth weight (NBW) controls. Methods The study included 183 8-year-old children with ELBW born during 1992–1995 and 176 sociodemographically similar NBW controls. Academic achievement was measured via The Woodcock–Johnson III Academic Skills Cluster. Results Children with ELBW had significantly lower achievement scores (89 ± 16 vs. 97 ± 13). A multilevel estimation of predictors of academic achievement revealed that neighborhood poverty was significantly associated with lower achievement (β = –.17; 95% CI –.3, –.05; p < .01). Additional correlates included birth weight status, male sex, and parent ratings of attention deficit hyperactivity disorder symptoms. Family characteristics included maternal education and parent protection. Conclusions Neighborhood characteristics affect academic achievement of both children with ELBW and NBW controls, over and above individual and family influences. Interventions designed to address family and neighborhood factors may potentially improve these outcomes.

Key words: academic functioning; low birth weight; prematurity; neighborhood..

Received November 20, 2008; revision received June 5, 2009; accepted June 9, 2009


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