Impact of High School Background on Old Age Cognition
Author Information
Author(s): Michael Topping, Michal Engelman
Primary Institution: University of Wisconsin Madison
Hypothesis
Do different high school backgrounds lead to varying cognitive benefits in old age?
Conclusion
Students from higher socioeconomic backgrounds and with better academic performance tend to have better cognitive outcomes in old age.
Supporting Evidence
- Higher academic performance in high school is linked to better cognitive outcomes in later life.
- Five different typologies of high school students were identified based on socioeconomic status and academic performance.
- Cognitive advantages were maintained for some backgrounds until 2011 but diminished by 2020.
Takeaway
Kids who did well in school and had more opportunities tend to remember things better when they get older.
Methodology
The study used longitudinal survey and cognitive assessment data from the Wisconsin Longitudinal Study and latent class analysis.
Limitations
The effects of class differences in cognition dissipate as participants age, particularly for some classes by 2020.
Participant Demographics
Participants were high school students from Wisconsin in 1957, categorized into five typologies based on socioeconomic status and academic performance.
Digital Object Identifier (DOI)
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