From statistical associations to causation: what developmentalists can learn from instrumental variables techniques coupled with experimental data

Understanding Heterogeneity in the Impact of Public Preschool Programs

We examine the North Carolina Pre-K (NC Pre-K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre-k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre-k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county-level funding for NC Pre-K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre-K funding was defined as the per-4-year-old-child state allocation of funds to a county in a year. Regression models included child-level and county-level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre-K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre-k experience, consistent with a compensatory model where pre-k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre-K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre-K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre-k scale-up and developmental theory are discussed.

An introduction to model implied instrumental variables using two stage least squares (MIIV-2SLS) in structural equation models (SEMs)

Structural equation models (SEMs) are widely used to handle multiequation systems that involve latent variables, multiple indicators, and measurement error. Maximum likelihood (ML) and diagonally weighted least squares (DWLS) dominate the estimation of SEMs with continuous or categorical endogenous variables, respectively. When a model is correctly specified, ML and DWLS function well. But, in the face of incorrect structures or nonconvergence, their performance can seriously deteriorate. Model implied instrumental variable, two stage least squares (MIIV-2SLS) estimates and tests individual equations, is more robust to misspecifications, and is noniterative, thus avoiding nonconvergence. This article is an overview and tutorial on MIIV-2SLS. It reviews the six major steps in using MIIV-2SLS: (a) model specification; (b) model identification; (c) latent to observed (L2O) variable transformation; (d) finding MIIVs; (e) using 2SLS; and (f) tests of overidentified equations. Each step is illustrated using a running empirical example from Reisenzein's (1986) randomized experiment on helping behavior. We also explain and illustrate the analytic conditions under which an equation estimated with MIIV-2SLS is robust to structural misspecifications. We include additional sections on MIIV approaches using a covariance matrix and mean vector as data input, conducting multilevel SEM, analyzing categorical endogenous variables, causal inference, and extensions and applications. Online supplemental material illustrates input code for all examples and simulations using the R package MIIVsem. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Job demands-resources, job crafting and work engagement of tobacco retailers

In recent years, the development of tobacco control actions in China and the changes in people's health concepts have slowed the development of the tobacco industry. As an important strategic partner of tobacco sales companies, tobacco retailers are the key link between tobacco commercial enterprises and consumers. How to improve the work engagement level of tobacco retailers is an urgent issue for tobacco business enterprises. On the basis of job demands-resources (JD-R) theory, the mechanisms of the effects of job resources and demands on tobacco retailers' work engagement were explored. Results showed that (1) The negative path of job demands influencing tobacco retailers' work engagement was supported, and job crafting played a mediating role in it. (2) The positive path of job resources influencing tobacco retailers' work engagement was supported, and job crafting played a mediating role in it. (3) Servant leadership moderated the influence of job resources and demands on job crafting. Higher level of servant leadership brings the stronger effect of job resources on job crafting and the weaker effect of job demands on job crafting. (4) The mediating effect of job crafting between JD-R and work engagement was moderated by servant leadership. The higher level of servant leadership strengthened the mediating role of job crafting between job demands and work engagement, whereas it weakened the mediating role of job crafting between job demands and work engagement. This study enriches the research on application fields and boundary conditions of JD-R theory and provides practical guidance for improving the work engagement level of tobacco retailers.

Maternal Education and Early Childhood Education across Affluent English-Speaking Countries

Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families' societies. Investigating such country-level variation with a life course model, this study estimated associations of mothers' educational attainment with their young children's enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children (n = 17,900 girls, 18,500 boys) drawn from nationally representative datasets from Australia, Ireland, United Kingdom, and United States. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the United States, potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women's educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families).

Intergenerational Economic Mobility for Low-Income Parents and Their Children: A Dual Developmental Science Framework

In this review we bring a psychological perspective to the issue of intergenerational economic mobility. More specifically, we present a new dual developmental science framework to consider the educational outcomes of parents and children together in order to foster economic mobility. We focus on two key populations: children in early childhood (from birth to age 6) and parents in early adulthood (in their 20s and early 30s). We posit that mastery of three sets of developmental tasks for each generation-academic/language skills, self-regulation/mental health, and parent-child relationship-will lead to improved educational outcomes for both. Taken as a whole, the dual developmental science framework integrates theory and research on single-generation development (i.e., children or parents) with dynamic and bidirectional theories about the interdependence of children and parents over time.We conclude the review by evaluating existing education interventions and research using the dual developmental science framework, and we discuss opportunities for innovation.

Low-income mothers' entry into postsecondary education during middle childhood: Effects on adolescents

This study tests whether young adolescents' achievement and behavior are associated with their mother's entry into post-secondary education (PSE) during their middle childhood years. It also examines five family processes that may link maternal PSE to development in middle childhood (income, home learning environment, mother's educational expectations for child, maternal presence, and family affective climate). The sample selects low-income families from the National Longitudinal Survey of Youth of 1979. Propensity score weighting adjusts for mothers' self-selection into PSE. We find that adolescents whose mothers entered PSE in their middle childhood scored higher than their peers on math, but similarly on reading, behavior problems, delinquency, and substance use. There were no associations between mothers' PSE entry and the proposed mediators.

On Ignoring the Random Effects Assumption in Multilevel Models: Review, Critique, and Recommendations

Entities such as individuals, teams, or organizations can vary systematically from one another. Researchers typically model such data using multilevel models, assuming that the random effects are uncorrelated with the regressors. Violating this testable assumption, which is often ignored, creates an endogeneity problem thus preventing causal interpretations. Focusing on two-level models, we explain how researchers can avoid this problem by including cluster means of the Level 1 explanatory variables as controls; we explain this point conceptually and with a large-scale simulation. We further show why the common practice of centering the predictor variables is mostly unnecessary. Moreover, to examine the state of the science, we reviewed 204 randomly drawn articles from macro and micro organizational science and applied psychology journals, finding that only 106 articles—with a slightly higher proportion from macro-oriented fields—properly deal with the random effects assumption. Alarmingly, most models also failed on the usual exogeneity requirement of the regressors, leaving only 25 mostly macro-level articles that potentially reported trustworthy multilevel estimates. We offer a set of practical recommendations for researchers to model multilevel data appropriately.

Illustrating Instrumental Variable Regressions Using the Career Adaptability - Job Satisfaction Relationship

This article illustrates instrumental variable (IV) estimation by examining an unexpected finding of the research on career adaptability and job satisfaction. Theoretical and empirical arguments suggest that in the general population, people's abilities to adapt their careers are beneficial to their job satisfaction. However, a recent meta-analysis unexpectedly found no effect when personality traits are controlled for. We argue that a reverse effect of job satisfaction on career adaptability, originating from affective tendencies tied to personality, might explain this null effect. Our argument implies that the estimates obtained with traditional ordinary least squares (OLS) regressions are biased by endogeneity, a correlation between an explanatory variable and the error term in a regression model. When experimental manipulations are impossible, IV estimations, such as two-stage least squares (2SLS) regressions, are one possible solution to the endogeneity problem. Analyzing three waves of data from a sample of 836 adults, the concurrent and time-lagged effect of job satisfaction on career adaptability was revealed to be more consistent than the reverse. Our results provide an explanation, rooted in affective dispositions, as to why recent meta-analytical estimates unexpectedly found that career adaptability does not predict job satisfaction at the interindividual level. We also discuss IV estimation in terms of its limits, weight the interpretation of its estimates against the temporality criterion for causal inference, and consider its possible extension to analyses of change.

The Effect of Mother-Child Reading Time on Children's Reading Skills: Evidence From Natural Within-Family Variation

Children's exposure to book reading is thought to be an influential input into positive cognitive development. Yet there is little empirical research identifying whether it is reading time per se, or other factors associated with families who read, such as parental education or children's reading skill, that improves children's achievement. Using data on 4,239 children ages 0-13 of the female respondents of the 1979 National Longitudinal Survey of Youth, this study applies two different methodologies to identify the causal impact of mother-child reading time on children's achievement scores by controlling for several confounding child and family characteristics. The results show that a 1 SD increase in mother-child reading time increases children's reading achievement by 0.80 SDs.

Doing it All? Mothers' College Enrollment, Time Use, and Affective Well-being

The rising share of women in college with dependent children and growing emphasis on two-generation policies for reducing socioeconomic inequality have galvanized research aimed at determining whether mothers' increased education can improve their and their children's well-being. Yet as part of this effort, scholars have overlooked signs that mothers' college enrollment may not be unequivocally good for families. This research brief aims to bring greater attention to this "side of the story." To do so, we analyze time diary (2003-2015) and well-being data (2010, 2011, 2013) from the American Time Use Survey. We find that mothers in college experience a time squeeze that limits their time in caregiving, self-care, and work, on one hand, and school-related activities on the other. This time squeeze may explain why mothers enrolled in college (compared to mothers who were not in school) also reported less happiness and more fatigue during activities with their children.

Can Increased Educational Attainment Among Lower-Educated Mothers Reduce Inequalities in Children's Skill Development?

A rich tradition of stratification research has established a robust link between mothers' education and the skills in children that forecast children's own mobility. Yet, this research has failed to consider that many U.S. women are now completing their education after having children. Such a trend raises questions about whether increases in mothers' educational attainment can improve their children's skill development and whether these gains are enough to reduce inequalities in skills compared with children whose mothers completed the same degree before they were born. To answer these questions, we draw on a nationally representative sample of mothers and children participating in the National Longitudinal Surveys (NLSY79 and CNLY), random- and fixed-effects techniques, and repeated measures of children's cognitive and noncognitive skills. Contrary to existing research and theory, our results reveal that educational attainment obtained after children's births is not associated with an improvement in children's skills. Such findings offer substantial refinement to a long-standing model of intergenerational mobility by suggesting that the intergenerational returns to mother's education are weaker when education is acquired after children are born. Results also highlight the limits of two-generation policy approaches to reducing inequality in future generations.

Impacts of Family Rewards on Adolescents' Mental Health and Problem Behavior: Understanding the Full Range of Effects of a Conditional Cash Transfer Program

This paper examines the effects of Opportunity New York City-Family Rewards, the first holistic conditional cash transfer (CCT) program evaluated in the USA, on adolescents' mental health and problem behavior (key outcomes outside of the direct targets of the program) as well as on key potential mechanisms of these effects. The Family Rewards program, launched by the Center for Economic Opportunity in the Mayor's Office of the City of New York in 2007 and co-designed and evaluated by MDRC, offered cash assistance to low-income families to reduce economic hardship. The cash rewards were offered to families in three key areas: children's education, family preventive health care, and parents' employment. Results that rely on the random assignment design of the study find that Family Rewards resulted in statistically significant reductions in adolescent aggression and rates of substance use by program group adolescents as well as their friends, relative to adolescents in the control condition, but no statistically significant impacts on adolescent mental health. One possible mechanism for the benefits to adolescent behavior appears to be time spent with peers, as fewer adolescents in the program group spent time with friends and more adolescents in the program group spent time with family. Findings are discussed with regard to their implication for conditional cash transfer programs as well as for interventions targeting high-risk youth.

Increased Educational Attainment among U.S. Mothers and their Children's Academic Expectations

Existing research provides strong evidence that children with more educated parents have higher academic expectations for themselves, but has yet to consider how an increase in the education of lower educated mothers might alter the expectations of their children. In light of the historic increase in U.S. mothers' pursuit of additional education, this study investigates this timely question using data from a nationally representative, intergenerational sample of U.S. children and mothers participating in the National Longitudinal Surveys of Youth (n_mothers = 3,265; n_children = 8,027). Combining random and fixed effects procedures, the findings revealed that that an increase in mothers' educational attainment is linked to an increase in their children's expectations to earn a Bachelor's degree. Increased maternal education did not, however, buffer against the risk that children will downgrade these expectations upon approaching the end of high school. These results have theoretical importance to traditional models of status attainment, which typically view parental education as a stable feature of family background; extend a small but burgeoning literature that explores whether and why increased maternal education improves the mobility prospects of their children; and speak to current two-generation policy approaches that aim to leverage trends in mothers education to reduce inequality for future generations.

Does Sexual Orientation Precede Childhood Sexual Abuse? Childhood Gender Nonconformity as a Risk Factor and Instrumental Variable Analysis

Research suggests that there is a relation between childhood sexual abuse (CSA) and adulthood nonheterosexual orientation. To explore whether nonheterosexual orientation increases the risk of CSA, we recruited a large sample, added the variable of childhood gender nonconformity (CGNC), and applied the instrumental variable method. We found that heterosexual and nonheterosexual men who were more gender nonconforming in childhood were significantly more likely to report having a history of CSA than their gender-conforming counterparts. There was no relation between CSA and CGNC for heterosexual and nonheterosexual women. The instrumental variable analysis revealed that the increased prevalence of CSA experienced by nonheterosexuals compared with heterosexuals may be due to the influence of sexual orientation on CSA. In sum, the results suggest that nonheterosexuality may increase the risk of childhood sexual abuse.

Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count

A growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Its design was unique in that, in addition to causally testing the effects of early math skills, it also allowed for the examination of a number of additional questions about scale-up, the influence of contextual factors and the counterfactual environment, the mechanism of long-term fade-out, and the role of measurement in early childhood intervention findings. This chapter outlines some of the design considerations and decisions put in place to create a rigorous test of the causal effects of early math skills that is also able to answer these questions in early childhood mathematics and intervention. The study serves as a potential model for how to advance science in the fields of preschool intervention and early mathematics.

What Is the Long-Run Impact of Learning Mathematics During Preschool?

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change at age 4 is associated with a 0.24-SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., ) using national data sets. Implications for developmental theory and practice are discussed.

Evaluation and validation of social and psychological markers in randomised trials of complex interventions in mental health: a methodological research programme

BACKGROUND

The development of the capability and capacity to evaluate the outcomes of trials of complex interventions is a key priority of the National Institute for Health Research (NIHR) and the Medical Research Council (MRC). The evaluation of complex treatment programmes for mental illness (e.g. cognitive-behavioural therapy for depression or psychosis) not only is a vital component of this research in its own right but also provides a well-established model for the evaluation of complex interventions in other clinical areas. In the context of efficacy and mechanism evaluation (EME) there is a particular need for robust methods for making valid causal inference in explanatory analyses of the mechanisms of treatment-induced change in clinical outcomes in randomised clinical trials.

OBJECTIVES

The key objective was to produce statistical methods to enable trial investigators to make valid causal inferences about the mechanisms of treatment-induced change in these clinical outcomes. The primary objective of this report is to disseminate this methodology, aiming specifically at trial practitioners.

METHODS

The three components of the research were (1) the extension of instrumental variable (IV) methods to latent growth curve models and growth mixture models for repeated-measures data; (2) the development of designs and regression methods for parallel trials; and (3) the evaluation of the sensitivity/robustness of findings to the assumptions necessary for model identifiability. We illustrate our methods with applications from psychological and psychosocial intervention trials, keeping the technical details to a minimum, leaving the reporting of the more theoretical and mathematically demanding results for publication in appropriate specialist journals.

RESULTS

We show how to estimate treatment effects and introduce methods for EME. We explain the use of IV methods and principal stratification to evaluate the role of putative treatment effect mediators and therapeutic process measures. These results are extended to the analysis of longitudinal data structures. We consider the design of EME trials. We focus on designs to create convincing IVs, bearing in mind assumptions needed to attain model identifiability. A key area of application that has become apparent during this work is the potential role of treatment moderators (predictive markers) in the evaluation of treatment effect mechanisms for personalised therapies (stratified medicine). We consider the role of targeted therapies and multiarm trials and the use of parallel trials to help elucidate the evaluation of mediators working in parallel.

CONCLUSIONS

In order to demonstrate both efficacy and mechanism, it is necessary to (1) demonstrate a treatment effect on the primary (clinical) outcome, (2) demonstrate a treatment effect on the putative mediator (mechanism) and (3) demonstrate a causal effect from the mediator to the outcome. Appropriate regression models should be applied for (3) or alternative IV procedures, which account for unmeasured confounding, provided that a valid instrument can be identified. Stratified medicine may provide a setting where such instruments can be designed into the trial. This work could be extended by considering improved trial designs, sample size considerations and measurement properties.

FUNDING

The project presents independent research funded under the MRC-NIHR Methodology Research Programme (grant reference G0900678).

Peer Contexts in Schools: Avenues Toward Behavioral Health in Early Adolescence

Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social behaviors. Yet, although peer contexts are both influential and potentially malleable, little research examines the effects of school and classroom interventions on the development and maintenance of positive and productive peer contexts in schools. The current article identifies school structures and classroom processes theorized to directly or indirectly shift peer networks and social norms-and thereby increase the behavioral health of early adolescents in schools. We discuss the need for more rigorous and relevant research to better understand the role of schools and classrooms in strengthening these peer contexts and promoting behavioral health in early adolescence.

Family Socioeconomic Status, Immigration, and Children's Transitions Into School

Family scholars have contributed a great deal to the growing literature documenting how children's transitions into elementary school serve as a critical period in their educational careers and, more broadly, in socioeconomic and demographic disparities in long-term educational attainment. The purpose of this review is to describe how this school transition works, why it has short- and long-term ramifications for educational inequality, and how it may be amenable to policy intervention and, then, to elucidate how research that looks inside children-including neuroscience-may deepen and build on what is already known in meaningful ways. Throughout, the discussion focuses on children from low-income families and children from Latin American immigrant families, two groups of children who are central to child- and family-focused efforts to understand and remedy educational inequality.

Correcting for Self-selection Based Endogeneity in Management Research

Foundational to management is the idea that organizational decisions are a function of expected outcomes; hence, the customary empirical approach to employ multivariate techniques that regress performance outcome variables on discrete measures of organizational choices (e.g., investments, trainings, strategies and other managerial decision variables) potentially suffer from self-selection based endogeneity bias. Selection-effects represent an internal validity threat as they can lead to biased parameters that render erroneous empirical results and incorrect conclusions with regard to the veracity of theoretical assertions. Our review of the empirical literature suggests that selection-effects have received increasing attention in both micro- and macro-based research in recent years. Yet even when researchers acknowledge the issue, the techniques to correct for selection-effects have not always been employed in the proper manner; thus, estimations often suffer from shortcomings that potentially render flawed empirical findings. We explain the nature of self-selection based endogeneity bias and review the techniques available to researchers in management to correct for selection-effects when organizational decisions are discrete in nature. Furthermore, we engage in Monte Carlo simulations that demonstrate the tradeoffs involved with alternative techniques.

Age of Entry Into Early Childhood Education and Care as a Predictor of Aggression

Socioemotional risks associated with nonparental care have been debated for decades, and research findings continue to be mixed. Yet few studies have been able to test the causal hypothesis that earlier, more extensive, and longer durations of nonmaternal care lead to more problems. To examine the consequences of age of entry into nonparental care for childhood aggression, we used prospective longitudinal data from Norway, where month of birth partly determines age of entry into Early Childhood Education and Care (ECEC) centers. In this sample of 939 children followed from ages 6 months through 4 years, ECEC teachers reported the children’s aggression when they were 2, 3, and 4 years old. We found some evidence that age of entry into ECEC predicted aggression at age 2, albeit modestly and not robustly. Between the ages of 2 and 4 years, the effect of age of entry on aggression faded to negligible levels. The implications for psychological science and policy are discussed.

Within- and between-group regression for improving the robustness of causal claims in cross-sectional analysis

BACKGROUND

A major objective of environmental epidemiology is to elucidate exposure-health outcome associations. To increase the variance of observed exposure concentrations, researchers recruit individuals from different geographic areas. The common analytical approach uses multilevel analysis to estimate individual-level associations adjusted for individual and area covariates. However, in cross-sectional data this approach does not differentiate between residual confounding at the individual level and at the area level. An approach allowing researchers to distinguish between within-group effects and between-group effects would improve the robustness of causal claims.

METHODS

We applied an extended multilevel approach to a large cross-sectional study aimed to elucidate the hypothesized link between drinking water pollution from perfluoroctanoic acid (PFOA) and plasma levels of C-reactive protein (CRP) or lymphocyte counts. Using within- and between-group regression of the individual PFOA serum concentrations, we partitioned the total effect into a within- and between-group effect by including the aggregated group average of the individual exposure concentrations as an additional predictor variable.

RESULTS

For both biomarkers, we observed a strong overall association with PFOA blood levels. However, for lymphocyte counts the extended multilevel approach revealed the absence of a between-group effect, suggesting that most of the observed total effect was due to individual level confounding. In contrast, for CRP we found consistent between- and within-group effects, which corroborates the causal claim for the association between PFOA blood levels and CRP.

CONCLUSION

Between- and within-group regression modelling augments cross-sectional analysis of epidemiological data by supporting the unmasking of non-causal associations arising from hidden confounding at different levels. In the application example presented in this paper, the approach suggested individual confounding as a probable explanation for the first observed association and strengthened the robustness of the causal claim for the second one.

Perceived Competition Explains Regional Differences in the Stereotype Content of Immigrant Groups

This research investigates differences in the stereotype content of immigrant groups between linguistic regions. We expected that immigrant groups who speak the local language of a specific linguistic region would be perceived as more competitive within this region than in another linguistic region. Further, we expected these differences would underlie regional differences in stereotype content, albeit only for the warmth dimension. Predictions were tested in the two largest linguistic regions of Switzerland. As expected, in the German-speaking region, locals perceived German immigrants as more competitive and thus as less warm, whereas in the French-speaking region, locals perceived French immigrants as more competitive and, consequently, as less warm. So, paradoxically, immigrants with strong integration potential are particularly disliked because they are regarded as direct competitors.

Impulsivity and Alcohol Involvement: Multiple, Distinct Constructs and Processes

Of all the personality traits associated with problematic alcohol involvement, traits related to impulsivity appear to show the most robust relations to alcohol use and alcohol-related problems. This article reviews both seminal articles that focus on broadband measures of impulsivity and newer research linking more specific impulsivity-related traits to the development and course of problematic alcohol involvement, with a specific focus on self-report measures of impulsivity-related traits. Specifically, empirical support for different theoretical models that account for the overlap between impulsivity-related traits and problematic alcohol involvement is discussed, including current limitations of existing research. Recent studies suggest that specific impulsivity constructs relate to distinct aspects of alcohol-related behavior. Further, there is emerging evidence that problematic alcohol use and impulsivity-related traits are dynamically related, such that changes in these constructs appear to correlate during specific developmental periods. We close by discussing potential research directions that may provide increased clarity in understanding the impulsivity-alcohol relation.

Does a Preschool Social and Emotional Learning Intervention Pay Off for Classroom Instruction and Children's Behavior and Academic Skills? Evidence From the Foundations of Learning Project

This article tests the hypothesis that children's learning environment will improve through a social and emotional learning (SEL) intervention that provides preschool teachers with new skills to manage children's disruptive behavior by reporting results from the Foundations of Learning (FOL) Demonstration, a place-randomized, experimental evaluation conducted by MDRC. Research Findings: Findings demonstrate that the FOL intervention improved teachers' ability to address children's behavior problems and to provide a positive emotional climate in their classrooms. Importantly, the FOL intervention also improved the number of minutes of instructional time, although the quality of teachers' instruction was not improved. Finally, FOL benefited children's observed behavior in classrooms, with lower levels of conflictual interactions and, at the trend level, higher levels of engagement in classrooms activities, relative to similar students randomly assigned to control classrooms. Practice or Policy: This study is one of an emerging body of research on the efficacy of SEL programs for preschool children living in poverty. Understanding the value-added of these programs (e.g., in increased instructional time and increased classroom engagement) as well as their limitations (e.g., in teachers' instructional quality and children's academic skills) will help us design the next set of more effective interventions for low-income children.

Parents' participation in a work-based anti-poverty program can enhance their children's future orientation: understanding pathways of influence

Planning and preparing for life after high school is a central developmental task of American adolescents, and may be even more critical for low-income youth who are less likely to attend a four year college. This study investigates factors that led to the effects of the New Hope Project, a work-based, anti-poverty program directed at parents on youths' career-related thoughts and planning. The New Hope project was implemented in Milwaukee, WI, during the mid-1990s. 745 families participated (52% male children; 56% African American; 30% Latino, and 15% White non-Hispanic) and half were randomly selected to receive New Hope benefits, which included earnings supplements, job search assistance, and child and health care subsidies for 3 years. Importantly, effects on youths' future orientation were found 8 years after the program began (5 years after benefits ended). The present study investigates what factors sustained these positive impacts over time. Results indicate that parental perceptions of reading performance mediate the effects of New Hope on youths' cynicism about work. Additionally, parental perceptions of reading performance and youths' educational expectations mediate the effects of New Hope on boys' pessimism about future employment. These findings highlight the importance of youths' educational development to their career-related thoughts and planning.

Socioeconomic status and cognitive functioning: moving from correlation to causation

A growing body of cognitive research uses sophisticated behavioral and neuroimaging measurements to demonstrate associations between family socioeconomic status (SES) and specific cognitive functions. We argue for the value in these kinds of studies of increased sophistication in the measurement and modeling of SES. With regard to measurement, SES combines several components, each of which represents distinct resources that might benefit children's cognitive development in different ways. Policy implications of studies using omnibus SES composites are problematic because there are no 'treatments' for enhancing overall SES, although policies abound for enhancing specific components of SES such as family income. Past literature offers guidance regarding how best to measure each of the SES components. With regard to modeling, we point out that the manipulability of economic, educational, and occupational components of SES varies, which provides opportunities for generating experimental or quasi-experimental variation in some components but not others. Evidence on the causal connections between SES components and child outcomes is summarized. Both experimental and quasi-experimental studies involving manipulation of family income have demonstrated consistent associations with a number of cognitive measures. Quasi-experimental increases in maternal education have also shown associations with child achievement. We end with a discussion of useful directions in SES-related cognitive research. WIREs Cogn Sci 2012, 3:377-386. doi: 10.1002/wcs.1176 For further resources related to this article, please visit the WIREs website.

Children's early child care and their mothers' later involvement with schools

Theory and policy highlight the role of child care in preparing children for the transition into school. Approaching this issue in a different way, this study investigated whether children's care experiences before this transition promoted their mothers' school involvement after it, with the hypothesized mechanism for this link being the cultivation of children's social and academic skills. Analyses of 1,352 children (1 month-6 years) and parents in the NICHD Study of Early Child Care and Youth Development revealed that mothers were more involved at their children's schools when children had prior histories of high-quality nonparental care. This pattern, which was fairly stable across levels of maternal education and employment, was mediated by children's academic skills and home environments.

From correlates to causes: can quasi-experimental studies and statistical innovations bring us closer to identifying the causes of antisocial behavior?

Longitudinal, epidemiological studies have identified robust risk factors for youth antisocial behavior, including harsh and coercive discipline, maltreatment, smoking during pregnancy, divorce, teen parenthood, peer deviance, parental psychopathology, and social disadvantage. Nevertheless, because this literature is largely based on observational studies, it remains unclear whether these risk factors have truly causal effects. Identifying causal risk factors for antisocial behavior would be informative for intervention efforts and for studies that test whether individuals are differentially susceptible to risk exposures. In this article, we identify the challenges to causal inference posed by observational studies and describe quasi-experimental methods and statistical innovations that may move researchers beyond discussions of risk factors to allow for stronger causal inference. We then review studies that used these methods, and we evaluate whether robust risk factors identified from observational studies are likely to play a causal role in the emergence and development of youth antisocial behavior. There is evidence of causal effects for most of the risk factors we review. However, these effects are typically smaller than those reported in observational studies, suggesting that familial confounding, social selection, and misidentification might also explain some of the association between risk exposures and antisocial behavior. For some risk factors (e.g., smoking during pregnancy, parent alcohol problems), the evidence is weak that they have environmentally mediated effects on youth antisocial behavior. We discuss the implications of these findings for intervention efforts to reduce antisocial behavior and for basic research on the etiology and course of antisocial behavior.

Family-School Connections, Early Learning, and Socioeconomic Inequality in the US

Policy interest in parental involvement in the U.S. has rapidly grown, necessitating a deeper understanding of how families and schools can partner to promote learning and reduce performance disparities in this country. Matching multidisciplinary theory with growth curve analyses of American children in the Early Childhood Longitudinal Study-Kindergarten Cohort, this study found that family-school engagement (in which school personnel and parents reached out to each other) and family-school symmetry (in which parents and teachers constructed parallel learning environments) were associated with greater reading gains during the primary grades. Socioeconomically disadvantaged children appeared more at risk from one-sided engagement, and their more advantaged peers appeared to benefit more from symmetry.

Does money really matter? Estimating impacts of family income on young children's achievement with data from random-assignment experiments

Social scientists do not agree on the size and nature of the causal impacts of parental income on children's achievement. We revisit this issue using a set of welfare and antipoverty experiments conducted in the 1990s. We utilize an instrumental variables strategy to leverage the variation in income and achievement that arises from random assignment to the treatment group to estimate the causal effect of income on child achievement. Our estimates suggest that a $1,000 increase in annual income increases young children's achievement by 5%-6% of a standard deviation. As such, our results suggest that family income has a policy-relevant, positive impact on the eventual school achievement of preschool children.

Testing models of children's self-regulation within educational contexts: implications for measurement

Young children's self-regulation has increasingly been identified as an important predictor of their skills versus difficulties when navigating the social and academic worlds of early schooling. Recently, researchers have called for greater precision and more empirical rigor in defining what we mean when we measure, analyze, and interpret data on the role of children's self-regulatory skills for their early learning (Cole, Martin, & Dennis, 2004; Wiebe, Espy, & Charak, 2008). To address that call, this chapter summarizes our efforts to examine self-regulation in the context of early education with a clear emphasis on the need to consider the comprehensiveness and precision of measurement of self-regulation in order to best understand its role in early learning.

Getting a Job is Only Half the Battle: Maternal Job Loss and Child Classroom Behavior in Low-Income Families

This study uses data from an experimental employment program and instrumental variables (IV) estimation to examine the effects of maternal job loss on child classroom behavior. Random assignment to the treatment at one of three program sites is an exogenous predictor of employment patterns. Cross-site variation in treatment-control differences is used to identify the effects of employment levels and transitions. Under certain assumptions, this method controls for unobserved correlates of job loss and child well-being, as well as measurement error and simultaneity. IV estimates suggest that maternal job loss sharply increases problem behavior but has neutral effects on positive social behavior. Current employment programs concentrate primarily on job entry, but these findings point to the importance of promoting job stability for workers and their children.

The long-term effects on children and adolescents of a policy providing work supports for low-income parents

New Hope, an employment-based poverty-reduction intervention for adults evaluated in a random-assignment experimental design, had positive impacts on children's achievement and social behavior two and five years after random assignment. The question addressed in this paper was the following: Did the positive effects of New Hope on younger children diminish or even reverse when children reached the challenges of adolescence (eight years after random assignment)? Small positive impacts on school progress, school motivation, positive social behavior, child well-being, and parent control endured, but impacts on school achievement and problem behavior were no longer evident. The most likely reasons for lasting impacts were that New Hope families were slightly less likely to be poor, and children had spent more time in center-based child care and structured activities. New Hope represents a model policy that could produce modest improvements in the lives of low-income adults and children.