High school quality is associated with cognition 58 years later.

We leveraged a unique school-based longitudinal cohort-the Project Talent Aging Study-to examine whether attending higher quality schools is associated with cognitive performance among older adults in the United States (mean age = 74.8). Participants (n = 2,289) completed telephone neurocognitive testing.

PROTOCOL: Language of instruction in schools in low- and middle-income countries: A systematic review.

To address the evidence gap in making effective language of instruction (LOI) decisions, we propose a systematic review of the role of LOI choices in education programs and policies on literacy outcomes in multilingual educational contexts in low- and middle-income countries (LMICs). Grounded in a multidisciplinary theory of change (ToC) describing what factors link LOI choices and literacy outcomes, we will gather, organize, and synthesize the evidence on the specific role of the three LOI choices described in the ToC (teaching in mother tongue [MT] with later transition, teaching in a non-MT language, or teaching in two or more languages at one time) and its impact on literacy and biliteracy outcomes. We will focus our systematic review and meta-analysis only on quantitative and qualitative intervention studies from LMICs as these have the highest relevance for decision making in multilingual LMIC contexts.