). While it is likely that numerous mediating factors (e.g., education, health conditions, and socioeconomic status, etc.) account for the lower performance of African Americans on tests of cognitive ability and functioning, several researchers have noted that such demographic and health factors are infrequently considered in many existing published studies exploring racial group differences in cognition (Whitfield, Fillenbaum, Pieper, Albert, Berkman, Blazer, Rowe, & Seeman, 2000; IzquierdoRorrera & Waldstein, 2002;Zsembik & Peek, 2001).
The Role of Education in Cognitive PerformanceOne of the most common general findings in neuropsychological research and gerontological research on cognitive aging has been the major role of education in explaining individual differences in verbal and non-verbal cognition (Schaie, 1996). Studies have indicated that African American adults, on average, are likely to have attained less formal education than European American adults (e.g., Harper & Alexander, 1990), and these differences exist over and above cohort differences in education attainment (Adams-Price, 1993). However, years of education alone has been an inadequate explanation for group differences in cognitive performance; controlling for group differences in educational attainment has generally not explained the lower performance of African American elders on cognitive and neuropsychological measures (Manly et al., 1998;. Several have argued that the "years of education" does not have similar meaning across older racial groups in the United States. This non-equivalence is at least in part due to the historical effects of school segregation in the US prior to 1954, and associated factors like lower education expenditures, shorter school years, and higher student/teacher ratios that were experienced by African American students (Loewenstein, Arguelles, Arguelles, & Linn-Fuentes, 1994;Whitfield & Wiggins, 2003;. Investigators have suggested future research should explore the role of education, both quantitatively and qualitatively, in the epidemiology of cognitive impairment associated with Alzheimer's disease (e.g., Folstein, Anthony, & Parhad, 1985;Whitfield, 2002;Whitfield & Wiggins, 2003). Furthermore, Whitfield (1996, 2002 suggested that studies should examine the practical aspects of cognitive functioning, including performance on measures of everyday problem solving, in the assessment of cognitive status. In general, everyday problem solving measures, by assessing cognition within contextually relevant domains (i.e., medication use, transportation, and other instrumental activities of daily living), have been thought to have more ecological value in determining older adults' daily functioning, than traditional cognitive measures (Allaire & Marsiske, 1999; Willis, 1991).
The Role of Education Quality in Understanding Group DifferencesThere have been several studies examining the role of education quality, as approximated by reading achievement, in accounting for racial group differences in cognitive and neuropsych...