Some interesting quotes from the discussion section: > this design should be interpreted as producing a “local average treatment effect” that might not ge

Some interesting quotes from the discussion section: > this design should be interpreted as producing a “local average treatment effect” that might not generalize across the full educational range (Morgan & Winship, 2015, p. 305). > the key assumption — that the age trend extrapolates — is difficult to test. Moreover, although this approach produced large effect-size estimates, we did not identify any studies that tested whether these effects persisted into adulthood. > The finding of educational effects on intelligence raises a number of important questions that we could not fully address with our data. First, are the effects on intelligence additive across multiple years of education? > Second, are there individual differences in the magnitude of the educational effect? One possibility is the Matthew effect (Stanovich, 1986), whereby children at greater initial cognitive (or socioeconomic) advantage benefit more from additional education than those at lower advantage. > Third, why were the effects obtained from the control-prior-intelligence and policy-change designs ... still apparent in later life, when effects from targeted educational interventions, such as pre-school, have tended to show fade-out into early adulthood? > Fourth, which cognitive abilities were impacted? It is important to consider whether specific skills ... or general abilities—such as the general g factor of intelligence—have been improved > Fifth, how important are these effects? ... to our knowledge, no studies have explicitly tested whether the additional IQ points gained as a result of education themselves go on to improve these outcomes. > Finally, what are the underlying psychological mechanisms of the educational effect on intelligence? Ceci (1991) outlined a number of promising pathways, including the teaching of material directly relevant to the tests, the training of thinking styles such as abstract reasoning, and the instilling of concentration and self-control. The discussion section is well structured to emphasize the confidence is purely in the correlation between education and an improved score, but there are still a number of open questions about the psychological mechanism of education, the socioeconomic and long terms effects, if effects are additive, and whether or not a change in IQ is meaningful and improves real outcomes.