ArticleJournal of health and social behavior2025
High School Curricular Rigor and Cognitive Function among White Older Adults.
Article in Journal of health and social behavior, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- State Policy Liberalism in Adolescence and Risk for Dementia from 2000 to 2016 among Older U.S. Adults.Journal of health and social behavior · 2026Article
- How Childhood State Education Quality Shapes the Risk of Cognitive Impairment in Mid-to-Later Life.Alzheimer's & dementia. Behavior & socioeconomics of aging · 2026Article
- Early-life influences on the risk for later-life Alzheimer's and non-Alzheimer's dementia: A nearly full life course prospective cohort study.Alzheimer's & dementia : the journal of the Alzheimer's Association · 2026Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
Most research on the strong relationship between education and cognitive aging has focused on years of schooling. Using data from the Wisconsin Longitudinal Study-a sample of White persons born in 1939-we explored whether greater curricular rigor in high school was also associated with better cognitive function in later life. We estimated multilevel structural equation models in data from 2,749 participants who attended 308 Wisconsin high schools, graduating in 1957. Independent of academic ability and performance and school-level financial and material resources, a more rigorous high school curriculum was associated with significantly better global cognitive functioning in 2020, when most participants were 81 years old. There was also a significant mediation via eventual degree attainment. The mediation was moderated such that men and participants from high socioeconomic status families benefited most from a rigorous curriculum. We discuss implications for modern educational policy.
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Registered trials
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