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this study is the first to examine the relationship between blood lead and school outcomes. results of this study suggest that blood lead levels at or below 5 g/dl are not related to academic achievement in elementary school.


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while these results are consistent with claims of a causal relationship between blood lead levels and test performance, alternative interpretations are plausible and can be addressed using multivariate analysis. for instance, given the higher blood lead level for children of lower socioeconomic status (as measured by free/reduced-price lunch and low parental education), perhaps these factors are responsible for the observed association of blood lead levels and test scores. thus we used multivariate analysis to control for the covariates noted in methods. the referent group is defined as white female students, enrolled in the wake county school system, who do not participate in the free or reduced-price lunch program, who do not use a computer daily, and whose parents graduated high school.


model 3 results demonstrate a strong dose-response effect between early childhood lead exposure and performance on elementary school achievement tests. these results indicate clearly that early childhood lead exposure has a statistically significant and negative impact on school performance at levels well below the current cdc blood lead action level. these results are consistent with the observed association between blood lead levels and elementary school achievement scores demonstrated in both the descriptive analysis and regression models 12. all three models indicate, net of a set of control variables, that higher blood lead levels are associated with lower test scores. the least constrained model (model 3) reveals a general decline in test scores with rising blood lead levels. model 1 constrains this decline to be uniform across all blood lead levels. 84d34552a1