School-age outcomes of late preterm infants in New York City.

Abstract

This study compares school-age outcomes among preterm (PT) (32 0/7-<34 weeks), late PT (LP) (34 0/7-<37 weeks), and full-term (FT) infants to assess cognitive sequelae of LP births. We obtained linked birth and educational data for all nonanomalous singleton infants born 1994 through 1998 in New York City who had a third-grade standardized test score (n = 215,138). Children delivered LP and PT had 30% and 50% higher adjusted odds of needing special education than those delivered FT (adjusted odds ratio, 1.34; 95% confidence interval, 1.29-1.40; and adjusted odds ratio, 1.53; 95% confidence interval, 1.30-1.69). They also had lower adjusted math and English scores than those delivered FT (math: 7% and 10% of SD, respectively; English: 4% and 6% of SD). A linear association between gestational age and test scores was seen through 39 weeks' gestation. There is a significant risk of developmental differences in PT and LP infants compared with FT infants.