Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Using data from the Early Childhood Longitudinal Kindergarten Cohort (ECLS-K), we assess the relationship between low birthweight (LBW 15001-2500g) and very low birthweight status (VLBW <1500) on a variety of childhood developmental outcomes including (1) academic ratings scales, (2) social ratings scales, (3) motor skills, (4) grade failure, (5) self-reported scales and (6) objective math and reading scores. Using school and teacher fixed effects models for teacher assessments, population-average logistic regression models for risk of grade retention, and piecewise multilevel growth models for math and reading test scores over time we found the following: (1) At kindergarten entry LBW and VLBW children are rated lower on academic rating scales, but these scores were no longer significant after controlling for background characteristics. (2) VLBW children displayed disadvantages in Social Rating Scales, especially in approaches to learning. (3) LBW and VLBW children have significantly lower levels of motor skills and (4) after controlling for all covariates, there is no evidence that LBW children are more likely to repeat grades. Finally, (5) at kindergarten entry, LBW show significantly lower math scores, although there are no differences in growth rates, in either math or reading. The evidence from this study suggests that although LBW children tend to have lower performance, most of the difference between those children and normal children are due to other associated disparities.