A - 38 Variance in Educational Experiences among Older Adults Enrolled in an Alzheimer's Disease Research Cohort.

Abstract

In the United States (U.S.), educational experiences can be wide-ranging. We examine educational experiences in an Alzheimer's disease (ad) research cohort to understand how the representation and distribution of these experiences may affect the generalizability of conclusions in ad research. An online survey was administered to cognitively unimpaired participants (n = 135) in the UPenn ad Research Center clinical cohort. Self-report questionnaires gather sociodemographic data, including age, race, disability, education, and schooling. We report comparisons to U.S. educational attainment and examine correlations between education variables and executive function as measured by trail making test (TMT) B and digit span backward. The sample of 135 older adults averaged 74years old, had about 17years of schooling, and were mostly women (61%). All had at least a high school degree. About 11% had a high school diploma, about 8% had an associate's degree, 24% had a 4-year college degree, 33% had a master's degree, and over 20% had professional degrees. The distribution of educational attainment is not representative of the U.S. older adult population. More education associates with higher performance on TMT-B and digit span (both p < 0.008), particularly among those with the highest attainment. Our findings suggest older adults enrolled in ad research have more education than the U.S. older adult population and a range of experiences in their schooling. We discuss three ways that the underlying distribution of educational experiences may affect the generalizability of conclusions drawn from ad research cohorts.