In her paper, Elizabeth U. Cascio along with economist Ethan G. Lewis use the AFQT as a measure by gathering statistics from the National Longitudinal Survey of Youth 1979 to determine the idea of nurture in schools.
The paper attempts to identify if there are underlying connections between AFQT scores versus the type of education that minorities are receiving and the way they are being nurtured by society's standards.
[9] The findings of the paper indicates the number of years in school plays an important part in keeping races from varying differently as children age.
In this paper written about the subsidization of kindergartens for public schools in American during the beginning to mid 1960s, Elizabeth U.Cascio talks about the benefits that this initiative had on at-risk populations, for example 5-year-old children with single-parents as well as the effect it had on maternal labor supply.
[11] The findings in her paper suggests that in the long-run there are no higher quality alternatives for people of different races and backgrounds, so there should be investments in other areas of education and perhaps towards specialization.
[12] In this study written by Elizabeth U. Cascio under the National Bureau of Economic Research, she talks about literacy gains and how it is strongly correlated with higher education.
[13] Elizabeth Cascio compares the rates of which people go to higher education such as post-secondary school and beyond to determine how it is correlated to literacy gains from secondary-education.
[13] For example, referenced to in the article is the United States and the strong literacy rates between the teens and twenties that helped propelled them to catch up with other high-income earning countries.
[13] In this paper Elizabeth U.Cascio along with economists Patricia M. Anderson, Krisitn F. Butcher, and Diane Whitmore Schanzenbach research the relationship between Body Mass Index and education.
The economists run a regression-discontinuity analysis to compare the weights of children who have spent different number of years in school to determine whether this is the case.
[15] The increase of quality and participation in public pre-school was analyzed in the article and determined very different results based on the income status of families across the various social classes.