Responses from two components of the Health and Retirement Study (HRS), the core survey and a psychosocial leave-behind questionnaire (LBQ) administered in 2006, were merged and used to test a mediation model. Using a series of regression analyses and a sample of approximately 7400 adults, aged 51 and greater, the findings provide some support of the four hypothesized models. The results of this study indicate that general sense of control and domain-specific control beliefs have a comparable influence on the relationship between personal attributes and the financial satisfaction of the older adult population.

Results attest to significant unmet need for vision correction. About 11 percent of third to fifth graders in the GVIP and about 17 percent of 13 to 16 year olds in the GSCF had diagnosed vision problems. Yet, just 1 percent of the GVIP sample and 7 percent of the GSCF sample wore glasses in 2004, and access to vision correction shows a sharp socioeconomic gradient in both datasets. Importantly, vision problems themselves are actually selective of higher socioeconomic status children and more academically engaged students, a finding that poses challenges to isolating the causal impact of glasses-wearing. Propensity score matching estimates based on the GSCF suggest a significant effect of glasses-wearing on standardized math and literacy tests, though not on language tests. Analysis of the GVIP intervention shows that those who received glasses were less likely to fail a class. While we cannot firmly rule out all sources of selectivity, findings are consistent with the commonsense notion that correcting vision supports learning.

The high level of unmet need for vision correction, together with evidence suggesting that wearing glasses supports learning, indicates the potential value of this simple intervention for students in developing country settings. The selectivity issues involved in the analysis indicate the need for further empirical studies that test the impact of vision correction on learning.