Exploring Opportunities for Collaboration Between Health and Education to Improve Population Health Workshop Summary (2015) / Chapter Skim
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2 Why Educational Attainment Is Crucial to Improving Population Health
2 Why Educational Attainment Is Crucial to Improving Population Health
Pages 13-24
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From page 13... ...
He also discussed a strategy for getting the public health and education policy communities working together toward common goals. "It is clear that education is a big deal in terms of public health outcomes, and it is appropriate for the Roundtable on Population Health Improvement to make this a priority topic," Woolf said at the start of his presentation.
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From page 14... ...
widened." Woolf added that while this appears to be a problem in all industrialized countries, it is especially so in the United States. The data also show that while there are steadily increasing benefits to getting more education, there is a major jump in the health benefits -- what Woolf described as a "step-like benefit" -- associated with high school graduates also graduating from college (see Figure 2-2)
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From page 15... ...
NHW = non-Hispanic white. SOURCE: Woolf presentation, June 5, 2014, adapted from Montez et al., 2012, Virginia Commonwealth University Center on Society and Health.
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From page 16... ...
16 FIGURE 2-3 Life expectancy at age 25 years by educational attainment level in years from 1990, 2000, and 2008. SOURCE: Woolf presentation, June 5, 2014, adapted from Olshansky et al., 2012, Virginia Commonwealth University Center on Society and Health.
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From page 17... ...
8.1 8.3 8.6 7.1 Chronic bronchitis 5.1 5.2 5.0 2.3 Diabetes 15.1 10.5 9.6 6.5 Ulcers 9.8 7.4 8.0 5.0 Kidney disease 3.8 2.2 2.1 0.7 Liver disease 2.4 1.4 1.5 0.8 Chronic joint symptoms 35.0 33.3 34.6 25.2 Hearing trouble 18.8 19.3 18.1 13.5 Vision trouble 14.0 10.4 9.5 6.3 No teeth 16.2 9.6 7.1 3.6 NOTE: GED = general education diploma. SOURCE: Woolf presentation, June 5, 2014, adapted from Schiller et al., 2012, Virginia Commonwealth University Center on Society and Health.
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From page 18... ...
As an example, he said, if a goal is to reduce admissions to emergency rooms, policy makers need to understand that mental health issues are the leading conditions that are contributing to those admissions, and that psychosocial wellness and education are closely associated with mental health outcomes. People with less wellness and less education are at a sharply higher risk for mental health problems.
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From page 19... ...
The third possibility is that various contextual factors -- what an epidemiologist would call confounding variables -- affect both education and health. The list of contextual factors would include adverse childhood events that can affect brain development and social, emotional, and cognitive development as well as childhood health and nutrition, parental and maternal health, stress, immigrant status, gender, and socioeconomic status.
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From page 20... ...
-sponsored workshop by questions about how to measure the independent effect of education by adjusting for particular variables and contextual factors. This is more than just an academic question, he said; addressing these contextual factors in terms of social and economic policy, jobs, unemployment, and community development should concern policy makers beyond those interested solely in education reform and health care reform.
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From page 21... ...
"We need to package evidence in a way that is compelling and convincing to policy makers," Woolf said, acknowledging that this is a particularly weak skill in today's public health community. Target audiences include not only policy makers at the federal, state, and local levels, but also national organizations, health care systems, businesses and employers, foundations, the media, and other disciplines in academia.
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From page 22... ...
The second category includes those who understand that there is a link between education and health but think that it is not a big deal and that reforming health care and health behaviors is more important. Quantification using compelling data is more important with this group.
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From page 23... ...
As an example, he said, Connecting the Dots has started an initiative that involves getting residents in public housing together with the local housing authority, a developer, public health leadership, the leadership of the local health systems that serve that community, and the Urban Institute to think about how to apply evidence-based strategies to improve population health in public housing. Concerning the education community, Woolf noted that rotmanB would be speaking later in the workshop about an initiative in New York City that involves all the schools in Brooklyn.
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From page 24... ...
In response to a question from Terry Allan of the National Association of County and City Health Officials and the Cuyahoga County Board of Health about community development and healthy neighborhoods, Woolf said that a number of communities around the country have exciting cross-sector collaborations that are ongoing, many of which have been stimulated by community transformation grants from the Centers for Disease Control and Prevention. He noted that communities with vulnerable populations already see education as the way to break the cycle of persistent poverty that exists in many U.S.
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