Early childhood lead exposure and the persistence of educational consequences into adolescence

摘要: Abstract Background There is consensus that early childhood lead exposure causes adverse cognitive and behavioral effects, even at blood levels (BLL) below 5 μg/dL. What has not been established to what extent the effects of persist across grades. Objective To measure (BLL 1–10 μg/dL) on educational performance from grades 3–8; determine if in lower as a child progresses through school; so, characterize pattern persistence. Methods We examine data 560,624 children living North Carolina between 2000 2012 with BLL ≤10 μg/dL measured age 0–5 years. Children are matched their standardized math reading scores for 3–8, creating an unbalanced panel 2,344,358 student-year observations. use socio-economic, demographic, school information along matching techniques control confounding effects. Results find low caused persistent deficits In each grade (3–8), higher had, average, percentile both than levels. our primary model, we BLL = 5 μg/dL ranked 0.90–1.20 (1.35–1.55) percentiles BLL ≤ 1 μg/dL (reading) tests during 3–8. As progressed school, average deficit test remained stable. Conclusions Our study shows adolescence, magnitude test-score remains steady