The Journal of school health · 2026
Could School Function Be an Adolescent Health Vital Sign? Associations Between Gradebook Data and Substance Use Among Middle School Students.
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DiPentino Rosemarie, Meza Benjamin P L, Jackson Nicholas, Dosanjh Kulwant K, Dudovitz Rebecca N, Wong Mitchell D
Аннотация
BACKGROUND: Identifying early substance use and at-risk adolescents is a challenge for public health. The objective was to identify variables in digital school records that might distinguish between youth at high and low risk of adolescent substance use.
METHODS: We performed a secondary analysis of sixth-grade students followed annually through eighth grade in Los Angeles, California. The composite outcome was self-reported lifetime use of alcohol, cannabis, or other substances by eighth grade. Independent variables tested were parent-reported GPA, transcript-recorded GPA, and gradebook data including summative (quizzes and tests), formative (homework), and engagement (classroom behavior and participation) data. We evaluated models for discriminative ability.
RESULTS: Of the 234 students included in our sample, 51.7% were female, 82.1% were Latino, and 47 reported the composite outcome. Gradebook formative and engagement scores were most consistently associated with substance use. A model including gradebook engagement score and female sex demonstrated moderate ability to discriminate (c-statistic = 0.79).
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Findings support the potential for digital gradebook data to serve as an inexpensive, readily available, and moderately accurate risk indicator of adolescent substance use.
CONCLUSIONS: Schools, families, and health systems may leverage increasingly digitized school data to identify and support youth even where traditional modes of screening are limited.
METHODS: We performed a secondary analysis of sixth-grade students followed annually through eighth grade in Los Angeles, California. The composite outcome was self-reported lifetime use of alcohol, cannabis, or other substances by eighth grade. Independent variables tested were parent-reported GPA, transcript-recorded GPA, and gradebook data including summative (quizzes and tests), formative (homework), and engagement (classroom behavior and participation) data. We evaluated models for discriminative ability.
RESULTS: Of the 234 students included in our sample, 51.7% were female, 82.1% were Latino, and 47 reported the composite outcome. Gradebook formative and engagement scores were most consistently associated with substance use. A model including gradebook engagement score and female sex demonstrated moderate ability to discriminate (c-statistic = 0.79).
IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Findings support the potential for digital gradebook data to serve as an inexpensive, readily available, and moderately accurate risk indicator of adolescent substance use.
CONCLUSIONS: Schools, families, and health systems may leverage increasingly digitized school data to identify and support youth even where traditional modes of screening are limited.