ArticleAmerican journal of epidemiology2025
Evaluating administrative measures of school quality as mediators of the relationship between attending a segregated school and cognitive function among older Black individuals: the STAR study.
Article in American journal of epidemiology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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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
1 citing paper in PubMed.
- The long-term impact of racial and ethnic school composition on late-life cognition, depressive symptoms, and overall health among older US Latinos.American journal of epidemiology · 2026Article
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Authors and funding
10 authors.
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Abstract
Research highlights school segregation's impact on cognitive aging for older Black adults, yet the mediating role of school quality-reflecting systemic (dis)investment in segregated schools-remains unexplored. This study included 726 community-dwelling Black adults from the Study of Healthy Aging in African Americans. Participants self-reported segregated school attendance, while administrative measures of state-level school quality (term length, percent attendance, student-teacher ratio, composite z score) were linked to their grade-specific state of residence. We estimated the extent to which associations between segregated schooling and domain-specific cognition were mediated by school quality. Sensitivity analyses examined grade-specific effects. Attending a segregated school was associated with poorer school quality (e.g., βterm-length = -1.71 [-2.52, -0.91]) and lower semantic memory (β = -0.17 [-0.32, -0.02]). The school quality composite measure mediated 30% of the overall association with semantic memory (natural indirect effect: β = -0.05 [-0.09, -0.01]; direct effect: β = -0.14 [-0.30, 0.02]). Total effect estimates were imprecise for executive function and verbal episodic memory. Our results suggest that state-level (dis)investments in school quality may be an important mechanism by which school-based segregation contributes to late-life cognitive function. Interventions that target the upstream, structural drivers of school-based segregation and related disinvestments may be important strategies for reducing cognitive aging inequities.
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