Learning Outcomes among Students in Relation to West Virginia Coal Mining: an Environmental Riskscape Approach

Abstract

Children who live in coal mining areas are subject to environmental and socioeconomic risks for poor cognitive developmental outcomes. To assess the potential impact of the coal mining environmental riskscape on cognitive development in West Virginian children, we examined the associations between coal mining and learning outcomes among students in West Virginia public schools for the years 2005–2008. The study used a retrospective, natural field experiment design to test pass rates on standardized school performance tests in counties in West Virginia with and without coal mining activity. SUDAAN regression models controlled for a set of other risk variables on test performance. Proficiency rates for schools in coal-mining counties versus non-coal mining counties were significantly lower in all subject areas partly in relation to socioeconomic disadvantage, and remained significantly lower (p < .0008 or better) after adjusting for county high school education rates, percent of low-income students, percent of highly qualified teachers, number of students tested, and county smoking rates. Disparities in educational performance in mining areas reflect multiple environmental riskscape disadvantages. Adjusted differences in school test performance may reflect unmeasured confounds, environmental contaminants of the coal mining industry, or some combination thereof.