Jonathan Stevens and Dr. Eric R. Eide, Department of Economics
Research has clearly shown that there is a gap in educational achievement between black and white middle and high school students. Thus far studies have focused primarily on family background and school inputs in explaining the achievement gap, however, the role of racial health differences is largely unexplored. Sleep is a health indicator that shows marked racial differences and as such, we examine how much sleep differences account for racial differences in student achievement.
Relative to white children, black children have higher rates of asthma and sleep disordered breathing (Buckhalt et al., 2007). Black children also have later bedtimes and similar rise times, resulting in shorter sleep duration (Crabtree et al., 2005). Additionally, black children nap more and have more weekend “oversleep” than white children (Crosby et al., 2005).
In our project, we examined the extent to which racial differences in sleep patterns account for a racial gap in educational achievement by using nationally representative data from the National Sleep Foundation.
The data we used for the project came from the National Sleep Foundation’s 2006 Sleep Poll in America, a national survey of caregivers and their adolescent children (age 11-17 and in 6th-12th grade). This data was well suited to our project as it contains numerous sleep quantity and quality variables, educational achievement, and family background variables.
Using the aforementioned data, we performed extensive data analysis using a variety of statistical tests and multiple regression analysis. We used separate regressions for middle school students (grades 6-8) and high school students (grades 9-12). To be included, regressions needed to have valid information on educational achievement and the sleep variable used in the particular regression.
A basic knowledge of health and human behavior would lead anyone to believe that sleep effects educational attainment. What makes this project interesting is that my mentor and I were able to quantify this effect. The results we found reflected the kind of qualitative result that we expected, which is that sleep is a contributing correlative factor to the educational differences between black and white adolescents.
Among middle school students, the results prove to be the most notable. Without controlling for sleep, black middle school students are 12 percentage points less likely to receive high grades (significant at 5% level). After controlling for average hours slept per night, the racial achievement gap falls by 21 percent, and is no longer statistically significant. Estimates suggest an additional hour of sleep per night increases the probability of high grades by 4 percentage points. Using a non-linear version of our sleep variable, linear and non-linear measures for school night and non-school night sleep, as well as measures of sleep quality, the estimates produce qualitatively similar results. This suggests that racial disparities in sleep account for part of the racial gap in educational achievement for middle school students.
High school students did not prove to be quite as affected by sleep disparities. Without controlling for sleep, black high school students are 16 percentage points less likely to receive high grades than white high school students. This gap in achievement remains significant across the various specifications that add sleep variables. Interestingly, for high school students nonschool night sleep is more highly correlated with educational performance than school night sleep. Catching up on sleep during weekends improves grades.
We explored whether sleep patterns can explain differences in academic achievement between black and white children. We found that sleep differences by race explain up to 21 percent of achievement gap for middle school students, but not for high school students. Possible reasons for differences by grade are that high school students have more control over schedule. Sleep affects academic trajectory of middle school students, so that by the time a student reaches high school, sleep is a relatively less important determinant of success.
Although we have not yet submitted this paper to a journal, we are planning to submit it this summer and hopefully it will turn into a publication. I was also able to make a poster presenting our research that I presented at the Mary Lou Fulton Mentored Student Learning Conference on March 28th, 2011. I enjoyed this experience and was able to present my research to many other students and faculty members. Along with presenting a poster at the Mary Lou Fulton Conference, we submitted our paper to be presented at the annual Western Social Science Association conference. Unfortunately the conference was in the middle of finals week and as such, we were not able to attend.
Participating in this project proved to be a significant learning experience. I conducted all of the data analysis and statistical tests on the project and improved my skills in that area. I also was able to see how a paper goes through revisions in preparation for publication and how professors discuss how to get a paper published in the best possible journal. I am very appreciative of the opportunity to be involved with mentored research. Dr. Eric Eide was an excellent mentor and helped me improve my research skills and grow intellectually. I also thank the Office of Research and Creative Activities for their financial support and the opportunity to conduct this project.
References
- Buckhalt, J. A., El-Sheikh, M., and Keller, P. (2007). Children’s sleep and cognitive functioning: Race and socioeconomic status as moderators of effects. Child Development 78(1), 213-231.
- Crabtree, V. M., Korhonen, J. B., Montgomery-Downs, H. E., Jones, V. F., O’Brien, L. M., and Gozal, D. (2005). Cultural influences on the bedtime behaviors of young children. Sleep Medicine 6, 319-324.
- Crosby, B., LeBourgeois, M. K., and Harsh J. (2005). Racial differences in reported napping and nocturnal sleep in 2- to 8-year old children. Pediatrics 115(1).