Abstract
Objectives
To evaluate third-grade reading and math proficiency for children born to adolescent women compared with those born to non-adolescent women.
Methods
A statewide, retrospective cohort study was conducted in Rhode Island using third-grade year-end examination data from 2014 to 2017 as part of a statewide initiative to improve third grade reading levels. Children’s third-grade reading and math proficiencies were compared between those born to nulliparous adolescent women (age 15–19 at the time of delivery), and nulliparous women 20 years or older at delivery. Bivariate analyses were conducted to compare maternal and child characteristics between adolescent and non-adolescent groups. Multivariable logistic regression was used to examine the association between having an adolescent mother and being proficient in reading and math after adjusting for lunch subsidy, core city residence, child race/ethnicity and sex.
Results
Of the 8,248 children meeting the inclusion criteria, 20% were born to adolescent women and the remaining 80% were born to non-adolescent women. After adjusting for potential confounders, children born to adolescent women were significantly less likely to be proficient in both reading (adjusted risk ratio (aRR) 0.77, 95% confidence interval (CI): 0.71–0.83) and math (aRR 0.78, 95% CI: 0.72–0.85).
Conclusions for Practice
Children born to adolescent women had significantly lower rates of reading and math proficiency when compared with children of non-adolescent women. These children may benefit from additional resources focused on early academic performance in order to address disparities in reading and math proficiency.
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Data Availability
The research presented here utilizes confidential data from the Rhode Island Department of Education (RIDE). The views expressed here are those of the authors and do not necessarily represent those of RIDE or other data contributors. Any errors are attributable to the authors. Restrictions apply to the availability of these data, which were used under an agreement for the current study and so are not publicly available.
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Author Acknowledgements
We would like to thank the Hassenfeld Child Health Innovation Institute for their support for this project.
The research presented here utilizes confidential data from the Rhode Island Department of Education (RIDE). The views expressed here are those of the authors and do not necessarily represent those of RIDE or other data contributors. Any errors are attributable to the authors.
Funding
This project is supported by the Hassenfeld Child Health Innovation Institute.
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The authors confirm contribution to the paper as follows: study conception and design: EFW, CAG, LES, NKA; data collection: LES; analysis and interpretation of results: CAG, LES, NKA; draft manuscript preparation: CAG, LES, EFW, PMV, RRC, NKA. All authors reviewed the results and approved the final version of the manuscript.
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This study was approved by the Rhode Island Department of Health Institutional Review Board.
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Grossman, C.A., Schlichting, L.E., Werner, E.F. et al. Third-Grade Educational Outcomes of the Children of Adolescent Women. Matern Child Health J 27, 508–515 (2023). https://doi.org/10.1007/s10995-022-03565-5
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DOI: https://doi.org/10.1007/s10995-022-03565-5