Education and midlife cognitive functioning: Evidence from the High School and Beyond cohort
Degree attainment predicts midlife cognitive functioning, but a large portion of that association is accounted for by students' high school academic performance as measured by test scores, grades, and course completion. High school contexts and learning opportunities predict midlife cognition mainly because they play a role in shaping students' academic performance. Understanding the potential benefits of education for later-life cognitive functioning requires attention to broader schooling processes and to students' academic performance beyond degree attainment.
Authors
- Eric Grodsky (ORCID: https://orcid.org/0000-0003-2178-0803)
- Chandra Muller (ORCID: https://orcid.org/0000-0002-2216-7034)
- Adam M. Brickman (ORCID: https://orcid.org/0000-0002-5125-8226)
- Michael J. Culbertson (ORCID: https://orcid.org/0000-0001-6883-9767)
- John Robert Warren (ORCID: https://orcid.org/0000-0001-6079-5122)
- Koit Hung (ORCID: https://orcid.org/0000-0003-1100-5109)
- Jennifer J. Manly (ORCID: https://orcid.org/0000-0002-9481-7497)
Institutions
- University of Minnesota (US)
- University of Wisconsin–Madison (US)
- Columbia University (US)
- The University of Texas at Austin (US)
Publication Details
- Journal
- Alzheimer s & Dementia
- Published
- 2025-02-01
- DOI
- https://doi.org/10.1002/alz.70015
- Citations
- 9
- Primary Topic
- Cognitive Abilities and Testing
- Type
- article
- Field-Weighted Citation Impact
- 19.06
Funders
- U.S. Department of Education
- Alzheimer's Association
- University of Wisconsin-Madison
- University of Minnesota
- National Institutes of Health