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Table 1 Demographic characteristics, mean blood lead concentrations, reading and math ISAT scores of Chicago cohort

From: The impact of low-level lead toxicity on school performance among children in the Chicago Public Schools: a population-based retrospective cohort study

Characteristic

n (%)

B-Pb (μg/dL) mean ± SD

Reading score ISAT mean ± SD

Math score ISAT mean ± SD

Reading failure %

Math failure %

Overall

47,168 (100)

4.81 ± 2.22

154.9 ± 14.8

156.9 ± 14.2

14.6

14.5

Gender

      

Male

23,746 (50)

4.85 ± 2.23

153.3 ± 14.8

156.6 ± 14.7

18.0

16.5

Female

23,413 (50)

4.77 ± 2.21

156.5 ± 14.6

157.2 ± 13.7

11.1

12.4

Race/Ethnicity

      

Non-Hispanic black

30,020 (64)

5.25 ± 2.20

152.5 ± 14.2

152.5 ± 14.2

17.9

18.8

Hispanic

13,067 (28)

4.16 ± 2.03

157.6 ± 13.9

160.6 ± 13.4

9.6

7.5

Non-Hispanic white

4,081 (9)

3.72 ± 2.01

164.6 ± 15.9

167.2 ± 15.8

6.2

6.3

Mother’s education

      

Some high school

19,233 (41)

5.09 ± 2.22

152.0 ± 13.9

154.3 ± 13.4

18.5

18.2

High school graduate

16,101 (34)

4.86 ± 2.23

154.4 ± 14.2

156.3 ± 13.8

14.4

14.5

Some college

8,554 (18)

4.49 ± 2.14

158.1 ± 14.6

159.6 ± 14.0

10.1

9.8

College graduate

2,274 (5)

3.88 ± 1.94

164.7 ± 15.4

166.5 ± 15.0

4.9

4.9

Post college

1,006 (2)

3.77 ± 1.92

169.2 ± 15.9

171.1 ± 15.6

3.6

2.8

Low-income

      

Yes

41,289 (88)

4.93 ± 2.22

153.6 ± 14.1

155.6 ± 13.5

15.7

15.5

No

5,879 (12)

3.98 ± 2.02

164.0 ± 16.3

165.9 ± 15.9

7.0

7.0

Very low birthweight/early preterm

      

Yes

1,955 (4)

5.12 ± 2.25

151.7 ± 14.3

152.8 ± 13.6

20.0

21.5

No

45,213 (96)

4.80 ± 2.21

155.1 ± 14.8

157.1 ± 14.2

14.4

14.2

  1. Cohort includes 47,168 Children with B-Pbs <10 μg/dL Summary statistics, including proportions, were calculated among those with non-missing data for that characteristic.
  2. Reading and Math test scores are normally distributed as reported by the Illinois Standard Achievement Test (ISAT).
  3. Note: Differences in mean blood lead concentrations, reading and math scores were found to be statistically significant (p < 0.0001) for all characteristics using standard t-test and ANOVA methods; Differences in proportions for reading and math failure were statistically significant (p < 0.0001) for all characteristics using chi-square tests.