Executive function and school performance among American children: Blacks’ diminished returns

Aims: In the United States, racial minorities experience weaker effects of economic and non-economic resources on tangible outcomes such as school performance, a pattern called Minorities' Diminished Returns (MDRs). These MDRs are frequently documented for the effects of family economic resources on Black children’s school performance. However, the existing knowledge is limited regarding MDRs of non-economic assets, such as executive function on children’s school performance. We compared White and Black children for the association between executive function and children’s school performance. Methods: This cross-sectional analysis included 4909 White or Black children from the Adolescent Brain Cognitive Development (ABCD) study. The predictor variable was executive function measured by the stopsignal task. The primary outcome was children’s school performance ranging from 1 to 6. Linear regression was used to perform data analysis. Results: Overall, higher task-based executive function was associated with higher school performance. Race, Shervin Assari, MD, MPH1, Shanika Boyce, MD2, Mohsen Bazargan, PhD1,3, Cleopatra H Caldwell, PhD4,5 Affiliations: 1Department of Family Medicine, School of Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA, USA; 2Department of Pediatrics, School of Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA, USA; 3Department of Family Medicine, School of Medicine, UCLA, Los Angeles, CA, USA; 4Department of Health Behavior and Health Education, University of Michigan School of Public Health, Ann Arbor, MI 48104, USA; 5Center for Research on Ethnicity, Culture, and Health, University of Michigan School of Public Health, Ann Arbor, MI 48104, USA. Corresponding Author: Shervin Assari, MD, MPH, Department of Family Medicine, School of Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA, USA; Email: assari@umich.edu; Received: 03 August 2020 Accepted: 15 September 2020 Published: 13 October 2020 RE ARCH ARTICLE PEER REVIEWED | OPEN A CE S however, showed a statistically significant interaction with executive function on children’s school performance. This interaction suggested that high executive function has a weaker positive association with Black children’s school performance than White children. Conclusion: The positive association between executive function and school performance is weaker for Black than White children. To eliminate the racial gap in school performance, we need to address the diminished returns of Black families’ resources and assets. Not only should we equalize resources and assets but also increase their marginal returns for racial minorities, particularly Black families. Such efforts require public policies at multiple sectors and institutions. We need to empower Black families to better leverage their resources and assets and turn them into tangible outcomes. Simultaneously, we need to reduce discrimination at school and enhance schooling quality in urban areas. Finally, we need to address daily life stressors and barriers that Black families face in their daily lives.