Original articleSchool Outcomes of Late Preterm Infants: Special Needs and Challenges for Infants Born at 32 to 36 Weeks Gestation
Section snippets
Data Source
The data source was the publicly available ECLS-K dataset from the United States Department of Education. The ECLS-K is a longitudinal study providing national data to analyze how family, school, community, and individual variables contribute to school performance.14, 15, 16 The ECLS-K includes a nationally representative sample of 17 565 children from public and private schools with diverse socioeconomic and racial/ethnic backgrounds. Children were observed from enrollment (1998-1999 K class)
Demographics
Baseline characteristics of the infants in the LP, MP, and FT study groups are shown in Table I. Compared with FT infants, LP infants weighed less at birth (P < .0001) and were more likely to be multiple (P < .0001) and male (P = .05). Racial distribution varied in the 2 groups (P = .02). Parental demographics were similar, with the exception of higher maternal education in LP infants. MP infants also differed from FT infants in lower birth weight (P < .0001) and increased multiple birth status
Discussion
Infants born at 32 to 36 weeks gestation are at increased risk for poor school outcome compared with FT infants. Despite similar test scores in later grades, teachers still recognize less advanced reading ability in 34- to 36-week LP infants through grade 5.
The resolution in test score differences by third and fifth grade may reflect a number of factors. LP infants may have “caught up” in their cognitive development by later grades. Another possibility is that LP infants have improved scores
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