Impact of nutritional status at the onset of elementary school on academic aptitude test achievement at the end of high school in a multicausal approach.

Like in many other countries, few investigations have been carried out in Chile to measure the long-term effects of nutritional status at an early age on scholastic achievement in a multicausal approach. The objectives of the present study were to describe the impact of nutritional, intellectual, family, educational and socio-economic variables at the onset of elementary school in 1987 that may affect achievement on the academic aptitude test (AAT) taken in 1998 at the end of high school, and to quantify the impact of these independent variables on the AAT. The present study comprises two cross-sectional stages: in 1987, a representative sample of 813 elementary school first-grader Chilean children from the Metropolitan Region was randomly chosen; in 1998, 12 years later, 632 school-age children were located and only 351 of them graduated from high school and, from these, 260 students took the AAT.

Scholastic achievement: a multivariate analysis of nutritional, intellectual, socioeconomic, sociocultural, familial, and demographic variables in Chilean school-age children.

Objective: We determined relative effects of nutritional status, intellectual ability, exposure to mass media, and socioeconomic, sociocultural, familial, demographic, and educational variables on scholastic achievement (SA).

Methods: This was a cross-sectional study. Exposure to mass media and nutritional, intellectual, socioeconomic, sociocultural, familial, demographic, and educational factors, including approximately 2000 variables, were measured in a representative and proportional sample of 4509 school-age children from elementary and high schools in Chile's Metropolitan Region.