Self‐Reported Education vs. Grade‐Equivalent Reading Level: Potential Implications for Normative Referencing of Cognitive Tests in Spanish‐Speaking U.S. Latinos

Education-adjusted norms appeared to underestimate level of impairment in Spanish-speaking U.S. Latinos who presented to a neurologist with cognitive complaints. Self-reported years of education may not adequately reflect the educational experiences of this diverse group. Although additional validation is needed, these results indicate caution is warranted when interpreting education-adjusted test scores for Spanish-speaking U.S. Latinos with lower levels of education.