The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #60728

Kathryn M Cardarelli, MPH¹, Janet M Sterner, MPH¹, Elizabeth Baumler, PhD², Barbara J Low, DrPH³, and M. David Low, MD, PhD¹. (1) Center for Society and Population Health, University of Texas School of Public Health, 1200 Herman Pressler Drive, Suite E 933, Houston, TX 77030, 713-500-9437, kcardarelli@sph.uth.tmc.edu, (2) Center for Society and Population Health, University of Texas Houston, 1200 Herman Pressler, Suite E 935, Houston, TX 77030, (3) Center for Health Promotion and Prevention Research, University of Texas School of Public Health, 7000 Fannin Street, Suite 2664B, Houston, TX 77030

The relationship between education and health is well established. Educational attainment allows adults to achieve a stable and adequate income level, enhances social support, promotes self mastery and a sense of personal control, and enables healthy lifestyle choices. Although adolescent health is not simply the earlier life course equivalent of adult health, a relationship between academic achievement and health risk behaviors in adolescents is well documented. Key questions remain about what factors predict academic achievement for this age group. Such findings should be of interest to policymakers in education and health. To better elucidate the key elements in the context and processes of education that lead to academic achievement and the pathways by which education influences health, we examined data from the U.S. Department of Education’s National Assessment of Educational Progress (NAEP). We analyzed state-level data collected on 4th- and 8th- grade children in public and private schools in 1998 and 2000 and found a striking gradient of academic performance as measured by math and reading scores, from northern to southern states and between White and African-American students. We further utilized the national student level NAEP database to determine the educational and social determinants that drive this apparent gap in academic achievement. Our research suggests that community, family, school and student factors all influence patterns in academic achievement, and that appropriate use of NAEP data may help investigators better understand the relations among various education factors and their impact on adolescents’ health.

Learning Objectives:

• At the conclusion of the session, participants will be able to:
• 1. Assess the contribution of the home and family environment, teacher training and experience, teacher expectations, school organization, school climate, and school resource allocation to adolescent achievement.
• 2. Recognize the relationship between adolescent academic achievement in reading and math and youth health risk taking behavior at the state level.
• 3. Inform policymakers and educators about micro- and macro-level predictors of academic achievement and health in adolescents.

Keywords: Education, Adolescent Health

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.