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Preterm Birth, Age at School Entry and Long Term Educational Achievement

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  • David Odd
  • David Evans
  • Alan Emond

Abstract

Objective: To investigate if the detrimental impact of year of entering education in preterm infants persists into adolescence. Background: Preterm infants are often enrolled in school a year earlier than would be expected if this decision is based on their actual date of birth rather than their due date. Initially these infants appear to do disproportionately worse than those who do not ‘skip’ a year. However, it is unclear if this effect remains as the infants grow, to have an important effect on long term achievements in education. Design: A cohort study, drawn from the Avon Longitudinal Study of Parents and Children (ALSPAC). The exposure measurement was gestational age (defined as preterm (

Suggested Citation

  • David Odd & David Evans & Alan Emond, 2016. "Preterm Birth, Age at School Entry and Long Term Educational Achievement," PLOS ONE, Public Library of Science, vol. 11(5), pages 1-10, May.
    • Handle: RePEc:plo:pone00:0155157
    DOI: 10.1371/journal.pone.0155157
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    References listed on IDEAS

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    1. Rockhill, B. & Newman, B. & Weinberg, C., 1998. "Use and misuse of population attributable fractions," American Journal of Public Health, American Public Health Association, vol. 88(1), pages 15-19.
    2. Patrick Royston, 2004. "Multiple imputation of missing values," Stata Journal, StataCorp LLC, vol. 4(3), pages 227-241, September.
    3. David Odd & David Evans & Alan Emond, 2013. "Preterm Birth, Age at School Entry and Educational Performance," PLOS ONE, Public Library of Science, vol. 8(10), pages 1-6, October.
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    Cited by:

    1. Sergio Venegas Marin & Lara Schwarz & Shwetlena Sabarwal, 2024. "The Impact of Climate Change on Education and What to Do about It," World Bank Publications - Reports 41483, The World Bank Group.

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