Grade repetition and parents' perception of hearing loss: An analysis of data from children in the United States

Objectives/Hypothesis

To determine whether parent-perceived hearing problems are associated with grade repetition among children in the United States.

Study Design

Retrospective cohort analysis of a contemporary national database.

Methods

The National Survey of Children's Health 2011 to 2012 was analyzed. Hearing loss, as perceived and reported by parents, was categorized as: no hearing problem, history of a hearing problem, or current hearing problem. Children never repeating a grade versus repeating one or more grades (kindergarten–high school) were identified. Univariate statistics and multivariate logistic regression analyzed the association of hearing problems with grade repetition. Patients with mental retardation, autism, and attention-deficit/hyperactivity disorder were excluded from the analysis. After adjusting for race, sex, and poverty level, odds ratios for grade repetition were computed.

Results

Among 66.1 million (average age, 8.3 years, 49.0% male) children, 97.3% never had a hearing problem, 1.7% had a history of a hearing problem, and 1.0% had a current hearing problem. Overall, 7.1% repeated a grade. Grade repetition was reported in 6.9% of children without a hearing problem versus 9.4% with a history of a hearing problem and 19.3% with a current hearing problem (P < 0.001). After adjustment for race, poverty level, and sex, a history of a hearing problem demonstrated an odds ratio of 1.9 (95% confidence interval 0.82–4.13) for grade repetition, whereas a current hearing problem demonstrated an odds ratio of 3.0 (1.90–4.80).

Conclusion

Parents' perception of children's hearing problems is strongly associated with grade repetition. This trend is noticed in elementary school more than in high school.

Level of Evidence

4. Laryngoscope, 2016

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