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Source: Smart Library on Children and Families
Resulting in 1 citation.
1. Brooks-Gunn, Jeanne
Crane, Jonathan
Duncan, Greg J.
Klebanov, Pamela Kato
Phillips, Meredith
How Might Genetic Influences on Academic Achievement Masquerade as Environmental Influences?
Smart Library on Children and Families, 2003.
Also: http://www.children.smartlibrary.org/NewInterface/segment.cfm?segment=2606
Cohort(s): Children of the NLSY79
Publisher: Qontent
Keyword(s): Cognitive Development; Educational Attainment; Ethnic Differences; Family Background; Family Environment; Family Income; Genetics; I.Q.; Peabody Picture Vocabulary Test (PPVT); Racial Differences; Socioeconomic Background; Test Scores/Test theory/IRT

Permission to reprint the abstract has not been received from the publisher.

This article reports on Phillips et al.'s study of the effects of families on black and white children's test scores. This abstract comes from the article's description of the researchers' methodology:

"Part of the problem in determining "how much" of the black-white achievement gap results from heredity versus environment is that a person's genes and environment influence each other in complicated ways. It is often difficult to tell what part of a person's situation is influenced by their genetic makeup and what part is shaped by their environment."

"Phillips and her colleagues sought to determine the relative importance of a wide range of family characteristics for children's vocabulary test scores. They did this by running statistical models in which they would factor in different influences and examine how the included variables changed the differences in black and white children's test scores."

Bibliography Citation
Brooks-Gunn, Jeanne, Jonathan Crane, Greg J. Duncan, Pamela Kato Klebanov and Meredith Phillips. "How Might Genetic Influences on Academic Achievement Masquerade as Environmental Influences?" Smart Library on Children and Families, 2003.