DURHAM, N.C. -- Exposure to lead in early childhood significantly contributes to lower performances on end-of-grade (EOG) reading tests among minority and low-income children, according to researchers at Duke University and North Carolina Central University.
"We found a clear dose-response pattern between lead exposure and test performance, with the effects becoming more pronounced as you move from children at the high end to the low end of the test-score curve," said lead investigator Marie Lynn Miranda, director of the Children's Environmental Health Initiative (CEHI) at Duke's Nicholas School of the Environment.
"Given the higher average lead exposure experienced by African-American children in the United States, our results show that lead does in fact explain part of the observed achievement gap that blacks, children of low socioeconomic status and other disadvantaged groups continue to exhibit in school performance in the U.S. education system, compared to middle- and upper-class whites," Miranda said.
The study, published online in the peer-reviewed journal NeuroToxicology, linked data on blood-lead levels from the North Carolina Childhood Lead Poisoning Prevention Program surveillance registry to EOG reading test scores for 4th graders in all 100 of the state's counties.
Researchers used innovative methods, including the use of a statistical approach called quantile regression, to measure the contribution of lead exposure to declining levels in children's EOG scores.
Their analyses revealed that early childhood exposure to lead, the family's poverty status and parental education all account for test-score declines. On average, exposure to lead accounts for between 7 percent and 16 percent of the decline, with the larger declines associated with higher blood-lead levels.
By comparison, they found the family's poverty status, as indicated by enrollment in a free or reduced-price school lunch prog
|Contact: Tim Lucas|