OBJECTIVE To evaluate if there are differences in standardized testing results at the end of third grade between children conceived with the use of in vitro fertilization (IVF) and those conceived spontaneously. DESIGN Retrospective population-based cohort. SETTING Texas public school system. PATIENT(S) Singleton and twin children 8-9 years of age who took the third-grade public school standardized testing in Texas from 2012 to 2018. INTERVENTION(S) None. MAIN OUTCOME MEASURE(S) Standardized testing in reading and mathematics. RESULT(S) After exclusions, there were 6,970 IVF and 12,690 non-IVF children with reading scores and 6,973 IVF and 12,729 non-IVF children with mathematics scores. IVF children scored significantly higher in reading (singletons: 1,543 ± 2 vs. 1,525 ± 1; twins: 1,534 ± 2 vs. 1,504 ± 5 [mean ± SE]), and mathematics (singletons: 1,566 ± 2 vs. 1,550 ± 1; twins: 1,557 ± 2 vs. 1,529 ± 5). Children of mothers ≥30 years of age scored consistently higher than children of mothers 18-29 years of age. The differences were of similar magnitude between IVF and control children for older ages, but not significant for IVF. Within the IVF group, there were no significant differences between children born from fresh versus froze-thawed embryos. CONCLUSION(S) Children of ages 8-9 years who were conceived with the use of IVF performed as well on third-grade reading and math assessments as their counterparts who were conceived spontaneously. We also found consistent racial and ethnic differences, gender differences, and beneficial effects of older maternal age. Because we were not able to adjust adequately for socioeconomic status and other confounding factors, which may explain some of the observed differences, we conclude that there is no negative effect of IVF conception on academic achievement in third grade.

中文翻译：

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使用体外受精受孕的儿童三年级的学业成就：德克萨斯州的一项基于人群的研究

目的 评估使用体外受精 (IVF) 受孕的儿童与自然受孕的儿童在三年级末的标准化测试结果是否存在差异。设计 基于人群的回顾性队列研究。设置德克萨斯公立学校系统。患者 8-9 岁的单身和双胞胎儿童，他们于 2012 年至 2018 年在德克萨斯州参加了三年级公立学校标准化考试。 干预 无。主要结果衡量标准阅读和数学测试。结果 排除后，有 6,970 名 IVF 和 12,690 名非 IVF 儿童有阅读分数，6,973 名 IVF 和 12,729 名非 IVF 儿童有数学分数。IVF 儿童在阅读（单身：1,543 ± 2 对 1,525 ± 1；双胞胎：1,534 ± 2 对 1,504 ± 5 [平均值± SE]）和数学（单身：1,566 ± 2 与 1,550 ± 1；双胞胎：1,557 ± 2 对 1,529 ± 5）。≥30 岁母亲的孩子得分始终高于 18-29 岁母亲的孩子。年龄较大的试管婴儿和对照儿童之间的差异幅度相似，但试管婴儿的差异不显着。在试管婴儿组中，新鲜胚胎与冻融胚胎出生的儿童之间没有显着差异。结论（S） 使用 IVF 怀孕的 8-9 岁儿童在三年级阅读和数学评估方面的表现与他们自然怀孕的儿童一样。我们还发现了一致的种族和民族差异、性别差异以及高龄产妇的有益影响。因为我们无法充分调整社会经济地位和其他混杂因素，