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The Cause and Effects of Drinking Alcohol, Essay Example

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Alcohol is widely abused across the world and the effects of excessive alcohol intake can be devastating. When not taken in moderation, alcohol can be harmful to the health and social life of the individual, as well as harmful to the individual’s family. These devastating effects can result in alcohol related disease, outcast from social circles and loss of friends and a breakdown in the family.

Excessive alcohol consumption is extremely harmful to the health of a person. Alcohol abuse can lead to heart disease, liver failure and rapid aging. Many deaths are caused by alcoholism. Excessive drinking also increases the decision to take risky actions, including drinking and driving. Drinking and driving causes many deaths every year and is a major problem among those of all ages. Excessive alcohol consumption can also cause memory loss and other psychological issues.

Consuming alcohol at a high rate can also cause social problems. This can include loss of friends and being outcast from your community. This happens because of the bad choices that come with alcoholism and most people do not want to associate with those who drink excessively. It is not just harmful to the drinker, but harmful to their friends and family.

In relation to loss of friends, it is likely that excessive drinking can cause a breakdown in family. Alcoholism is devastating for families. Many times an excessive drinker will not keep up with their responsibilities within the family. This means that they are likely to not finish school or college, lose their jobs and not participate in taking care of their children. This can lead to financial problems and the inability to take care of the themselves of the family.

There are many reasons why excessively consuming alcohol is dangerous and harmful. Drinking in moderation or abstaining from alcohol altogether is important to live a happy and healthy life. Among the effects of drinking alcohol, the most obvious are major health problems, loss of friends and social status and a breakdown in the family unit.

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Home — Essay Samples — Nursing & Health — Alcohol Abuse — The Impact of Alcohol Abuse: Causes, Effects, and Solutions

The Impact of Alcohol Abuse: Causes, Effects, and Solutions

Categories: Alcohol Abuse Health Care Policy Social Justice

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Alcoholism: Causes, Risk Factors, and Symptoms

Introduction, causes of alcoholism, effects of alcoholism, works cited.

The term alcoholism may be used to refer to a wide range of issues associated with alcohol. Simply put, it is a situation whereby an individual cannot stay without alcohol. An alcoholic usually drinks alcohol uncontrollably and persistently.

Alcoholism usually leads to ill health, and it affects relationships between the individual and the people around him. It may also be considered as a disease and may be referred to as an alcohol use disorder. Alcohol abuse may also cause damage to vital organs in the human body, including the brain and heart (Mukamal et al. 1965). Therefore, it may lead to psychiatric and medical issues. Psychiatric disorders, such as depression and schizophrenia, may occur.

Others include phobias, dysthymia, mania, and depression. Alcoholism may also cause neurologic deficits. These deficits may be manifested through certain impairments such as brain damage and memory loss. Such individuals also have difficulty executing certain functions and may experience issues with body balance and gait.

The brain might be affected as certain changes occur in its structure and chemistry. With time, a person develops physical dependence and tolerance. This causes the inability to stop drinking and causes complications as one tries to stop the habit.

This is particularly referred to as alcohol withdrawal syndrome. Identifying alcoholics for the purpose of treatment may be difficult since such individuals may avoid seeking help due to stigmatization. However, certain factors influence the risk for the condition.

These factors include mental health, depression, age, gender, ethnicity, and family history (Mukamal et al. 1965). This paper will discuss the genetic and environmental factors that cause alcoholism and highlight the complications, conditions, and diseases associated with the disorder.

The main causes of this disorder may be categorized into two. These include genetic and environmental factors. The genetic material that determines the metabolism of the drink also influences the risk of the disorder. Persons with a family history of the disorder may also develop it.

A particular study argued that the expression of genes was influenced if an individual started using alcoholic beverages at an early stage in life (Agrawal et al. 69). This increased the risk of alcohol dependence among such individuals.

Persons with a genetic disposition to the disorder would most probably start drinking at an early stage. Individuals who start drinking at an early stage are also more likely to develop alcoholism. It is also argued that 40% of alcoholics misuse alcohol by the time they are in their late adolescent stage. However, certain researchers disagree with this idea (Schwandt et al., 74).

Individuals who do not receive support from family and friends are highly likely to develop alcoholism. Therefore, some social and emotional factors may cause an ex-drinker to start drinking again. For example, mental and emotional stress can contribute to alcoholism.

An individual under the influence of alcohol may not be able to feel the pain associated with stress. With the normal alcohol intake, an individual’s brain might be at some equilibrium. When the individual tries to quit, the brain responds. This response may come in terms of stress, anxiety, and depression.

These feelings cause chemical imbalances that force an alcoholic to go back to drinking in order to feel better. Social and cultural pressures from media and other sources may also affect the drinking habits of an individual. The media’s portrayal of alcohol as a pleasurable and beneficial drink may encourage individuals to start drinking or cause ex-drinkers to return to their old habits (Bierut et al. 237).

The damaging effect of alcohol on the nervous system is more profound among adolescents and those with a genetic disposition to the disorder. These effects may cause the degeneration of the cerebral cortex. Consequently, this increases impulse behavior that may lead to alcoholism.

Despite the severe damages to the central nervous system due to alcoholism, it is possible to reverse some of the damages through withdrawal from the drug. Another risk factor is the availability of alcohol. This drug is most commonly abused. In terms of popularity, beer may come next after water and tea.

The difference in genetic characteristics also determines the risk of developing the disorder. This is mainly because different races have certain different genetic characteristics.

Therefore, they differ in terms of alcohol metabolism. The difference in genetic makeup may explain the difference in the rate of alcohol dependence among the different races.

The genetic component that determines the rate at which alcohol metabolizes is referred to as the alcohol dehydrogenase allele. The Native Americans and African Americans are said to have an allele that is not highly associated with alcohol dependence. The Native Americans, on the other hand, are more likely to develop alcohol dependence.

The effects of alcohol abuse are diverse. Consumption of excess alcohol may lead to several diseases and complications. For example, it may lead to the inflammation of the pancreas, liver disease, and cancers. Alcohol-related cancers are believed to form as the elements in the alcoholic drink are converted into acetaldehyde. This is a potent carcinogen.

Different parts of the body may host the cancerous cells. These areas include the liver, breast, and mouth. The larynx and the throat are also likely to be affected. Alcoholics who take tobacco have an increased risk of cancers (Bierut et al. 237).

Liver cirrhosis is another condition that may occur as a result of excessive drinking of alcohol. This is manifested through the scarring of the organ to such an extent that it cannot perform its functions. However, some individuals who drink moderately have also been shown to suffer from the disease (Mukamal et al. 1965).

Pregnant alcoholic mothers may also cause problems for the unborn. Fetal alcohol syndrome may result from such habits. Excessive use of alcohol may cause impaired brain development and brain shrinkage. Although the brain normally shrinks in old age, excessive use of alcohol increases this rate. With the increased rate, such individuals are likely to develop dementia and have memory issues.

Alcoholism also increases the risk of cognitive and neuropsychiatric disorders. Excessive use of the beverage may cause an increase in the level of toxic amino acid in the plasma. This may be the reason why some individuals suffer from withdrawal seizures.

Alcohol abuse may also cause issues with memory and may impair learning. Alcoholism may also greatly affect the brain. For example, brain lesions are likely to occur. Alcohol-related brain damage comes about due to a combination of several factors.

Alcoholism may also cause heart attacks and strokes. Abuse of alcohol increases the risks of a heart attack. Some studies have shown that drinking alcohol in moderation may offer some level of protection to individuals against heart attack (Mukamal et al. 1965).

This applies specifically to individuals who had suffered a heart attack before. Prolonged use of alcohol in large quantities also causes alcohol cardiomyopathy. This disease affects the muscles of the heart. As the heart muscles fail, this may lead to heart failure.

Alcoholism is also associated with alcohol-related death. Many deaths worldwide have been attributed to the excessive use of alcohol (Doll et al. 199). Individuals who use alcohol excessively are at a higher risk of death than those who take alcohol moderately. Individuals with diseases that may be augmented by the excessive use of alcohol are also at great risk of alcohol-related death. Such diseases include oral cancers and liver disease.

Another effect of alcoholism is anemia. Excessive use of alcoholic beverages causes a reduction in the number of erythrocytes. This condition is referred to as anemia. Since red blood cells are used to transport oxygen around the body, the low level of oxygen due to low numbers of the cells leads to fatigue, shortness of breath, and dizziness.

Alcoholism may either be caused by genetic or environmental factors. Persons with a genetic disposition to the disorder are likely to start drinking and become alcoholics. Genetic variations may determine the difference in alcohol metabolism.

The environmental factors that may cause alcoholism include the availability of alcohol and sociocultural pressures. Certain environmental factors lead to depression that may encourage alcoholism. The effects of alcoholism are diverse. Alcoholism may lead to diseases such as liver disease, heart disease, and cancers. Excessive use of alcohol may affect almost all vital organs of the body and may eventually lead to death.

Agrawal, Arpana, et al. “Evidence for an interaction between age at 1 st drink and genetic influences on DSM-IV alcohol dependence symptoms.” Alcoholism Clinical & Experimental Research 33.12 (2010): 67-80. Print.

Bierut, Laura, et al. “Co-occurring risk factors for alcohol dependence and habitual smoking.” Alcohol Research & Health 24.4 (2000): 233-241. Print.

Doll, Richard, et al . “Mortality in relation to alcohol consumption: A prospective study among male British doctors.” International Journal of Epidemiology 34.1 (2005): 199-204. Print.

Mukamal, Kenneth, et al. “Prior alcohol consumption and mortality following acute myocardial infarction.” JAMA 285.15 (2001): 1965-1970. Print.

Schwandt, Melanie, et al. “Alcohol response and consumption in adolescent rhesus macaques: Life history and genetic influences.” International Biomedical Journal 44.1 (2010): 67-80. Print.

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StudyCorgi. (2020, January 12). Alcoholism: Causes, Risk Factors, and Symptoms. https://studycorgi.com/alcoholism-causes-and-effects/

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Alcohol's Effects on Health

Research-based information on drinking and its impact.

National Institute on Alcohol Abuse and Alcoholism (NIAAA)

Alcohol's effects on the body.

Drinking too much – on a single occasion or over time – can take a serious toll on your health. Here’s how alcohol can affect your body:

Brain: Alcohol interferes with the brain’s communication pathways, and can affect the way the brain looks and works. These disruptions can change mood and behavior, and make it harder to think clearly and move with coordination .

Heart: Drinking a lot over a long time or too much on a single occasion can damage the heart, causing problems including:

Cardiomyopathy – Stretching and drooping of heart muscle
Arrhythmias – Irregular heart beat
High blood pressure

Liver: Heavy drinking takes a toll on the liver, and can lead to a variety of problems and liver inflammations including:

Steatosis, or fatty liver
Alcoholic hepatitis

Pancreas: Alcohol causes the pancreas to produce toxic substances that can eventually lead to pancreatitis , a dangerous inflammation in the pancreas that causes its swelling and pain (which may spread) and impairs its ability to make enzymes and hormones for proper digestion .

Cancer: According to the National Cancer Institute: "There is a strong scientific consensus that alcohol drinking can cause several types of cancer. In its Report on Carcinogens, the National Toxicology Program of the US Department of Health and Human Services lists consumption of alcoholic beverages as a known human carcinogen.

"The evidence indicates that the more alcohol a person drinks–particularly the more alcohol a person drinks regularly over time–the higher his or her risk of developing an alcohol-associated cancer. Even those who have no more than one drink per day and people who binge drink (those who consume 4 or more drinks for women and 5 or more drinks for men in one sitting) have a modestly increased risk of some cancers. Based on data from 2009, an estimated 3.5% of cancer deaths in the United States (about 19,500 deaths were alcohol related."

Clear patterns have emerged between alcohol consumption and increased risks of certain types of cancer:

Head and neck cancer, including oral cavity, pharynx, and larynx cancers.
Esophageal cancer, particularly esophageal squamous cell carcinoma. In addition, people who inherit a deficiency in an enzyme that metabolizes alcohol have been found to have substantially increased risks of esophageal squamous cell carcinoma if they consume alcohol.
Liver cancer.
Breast cancer: Studies have consistently found an increased risk of breast cancer in women with increasing alcohol intake. Women who consume about 1 drink per day have a 5 to 9 percent higher chance of developing breast cancer than women who do not drink at all.
Colorectal cancer.

For more information about alcohol and cancer, please visit the National Cancer Institute's webpage " Alcohol and Cancer Risk " (last accessed October 21, 2021).

Immune System: Drinking too much can weaken your immune system, making your body a much easier target for disease. Chronic drinkers are more liable to contract diseases like pneumonia and tuberculosis than people who do not drink too much. Drinking a lot on a single occasion slows your body’s ability to ward off infections – even up to 24 hours after getting drunk.

For more information about alcohol's effects on the body, please visit the Interactive Body feature on NIAAA's College Drinking Prevention website .

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The effects of alcohol use on academic achievement in high school

Ana i. balsa.

a Research Professor, Center for Applied Research on Poverty, Family, and Education, Department of Economics, Universidad de Montevideo; Prudencio de Pena 2440, Montevideo, 11600, Uruguay; Phone: (+598 2) 707 4461 ext 300; Fax: (+598 2) 707 4461 ext 325; yu.ude.mu@aslaba

Laura M. Giuliano

b Assistant Professor, Department of Economics, University of Miami, Coral Gables, FL 33124, United States; [email protected]

Michael T. French

c Professor of Health Economics, Health Economics Research Group, Department of Sociology, Department of Economics, and Department of Epidemiology and Public Health, University of Miami, Coral Gables, FL 33124, United States; ude.imaim@hcnerfm

This paper examines the effects of alcohol use on high school students’ quality of learning. We estimate fixed-effects models using data from the National Longitudinal Study of Adolescent Health. Our primary measure of academic achievement is the student’s GPA abstracted from official school transcripts. We find that increases in alcohol consumption result in small yet statistically significant reductions in GPA for male students and in statistically non-significant changes for females. For females, however, higher levels of drinking result in self-reported academic difficulty. The fixed-effects results are substantially smaller than OLS estimates, underscoring the importance of addressing unobserved individual heterogeneity.

1. Introduction

In the United States, one in four individuals between the ages of 12 and 20 drinks alcohol on a monthly basis, and a similar proportion of 12 th graders consumes five or more drinks in a row at least once every two weeks ( Newes-Adeyi, Chen, Williams, & Faden, 2007 ). Several studies have reported that alcohol use during adolescence affects educational attainment by decreasing the number of years of schooling and the likelihood of completing school ( Chatterji & De Simone, 2005 ; Cook & Moore, 1993 ; Gil-Lacruz & Molina, 2007 ; Koch & McGeary, 2005 ; McCluskey, Krohn, Lizotte, & Rodriguez, 2002 ; NIDA, 1998 ; Renna, 2007 ; Yamada, Kendrix, & Yamada, 1996 ) Other research using alternative estimation techniques suggests that the effects of teen drinking on years of education and schooling completion are very small and/or non-significant ( Chatterji, 2006 ; Dee & Evans, 2003 ; Koch & Ribar, 2001 ).

Despite a growing literature in this area, no study has convincingly answered the question of whether alcohol consumption inhibits high school students’ learning. Alcohol consumption could be an important determinant of how much a high school student learns without having a strong impact on his or her decision to stay in school or attend college. This question is fundamental and timely, given recent research showing that underage drinkers are susceptible to the immediate consequences of alcohol use, including blackouts, hangovers, and alcohol poisoning, and are at elevated risk of neurodegeneration (particularly in regions of the brain responsible for learning and memory), impairments in functional brain activity, and neurocognitive defects ( Zeigler et al., 2004 ).

A common and comprehensive measure of high school students’ learning is Grade Point Average (GPA). GPA is an important outcome because it is a key determinant of college admissions decisions and of job quality for those who do not attend college. Only a few studies have explored the association between alcohol use and GPA. Wolaver (2002) and Williams, Powell, and Wechsler (2003) have studied this association among college students, while DeSimone and Wolaver (2005) have investigated the effects of underage drinking on GPA during high school. The latter study found a negative association between high school drinking and grades, although it is not clear whether the effects are causal or the result of unobserved heterogeneity.

Understanding the relationship between teenage drinking and high school grades is pertinent given the high prevalence of alcohol use among this age cohort and recent research on adolescent brain development suggesting that early heavy alcohol use may have negative effects on the physical development of brain structure ( Brown, Tapert, Granholm, & Delis, 2000 ; Tapert & Brown, 1999 ). By affecting the quality of learning, underage drinking could have an impact on both college admissions and job quality independent of its effects on years of schooling or school completion.

In this paper, we estimate the effects of drinking in high school on the quality of learning as captured by high school GPA. The analysis employs data from Waves 1 and 2 of the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative study that captures health-related behaviors of adolescents in grades 7 through 12 and their outcomes in young adulthood. Our analysis contributes to the literature in several ways. First, we focus on the effect of drinking on academic achievement during high school. To date, and to the best of our knowledge, only one other study in the literature has analyzed the consequences of underage drinking on high school GPA. Second, rather than rely on self-reported GPA, we use objective GPA data from academic transcripts, reducing the potential for systematic biases in the estimation results. Third, we take advantage of the longitudinal nature of the Add Health data and use fixed-effects models to purge the analysis of time invariant unobserved heterogeneity. Fixed-effects techniques are superior to instrumental variables (IV) estimation when the strength and reliability of the instruments are suspect ( French & Popovici, 2009 ). Finally, we explore a variety of mechanisms that could underlie a detrimental effect of alcohol use on grades. In addition to analyzing mediators related to exposure to education (days of school skipped), we investigate the effect of drinking on students’ ability to focus on and adhere to academic objectives.

2. Background and significance

Behavioral research has found that educational performance is highly correlated with substance abuse (e.g., Bukstein, Cornelius, Trunzo, Kelly, & Wood, 2005 ; Hawkins, Catalano, & Miller, 1992 ). Economic studies that look at the link between alcohol use and educational outcomes have customarily focused on measures of educational attainment such as graduation (from high school or college), college matriculation, and years of school completed (e.g., Bray, Zarkin, Ringwalt, & Qi, 2000 ; Chatterji, 2006 ; Cook & Moore, 1993 ; Dee & Evans 2003 ; Koch & Ribar, 2001 ; Mullahy & Sindelar, 1994 ; Renna, 2008 ; Yamada et al., 1996 ). Consistent with the behavioral research, early economic studies found that drinking reduced educational attainment. But the most rigorous behavioral studies and the early economic studies of attainment both faced the same limitation: they were cross-sectional and subject to potential omitted variables bias. Some of these cross-sectional economic studies attempted to improve estimation by using instrumental variables (IV). Cook and Moore (1993) and Yamada et al. (1996) found that heavy or frequent drinking in high school adversely affects high school and college completion. Nevertheless, the validity and reliability of the instruments in these studies are open to debate ( Chatterji, 2006 ; Dee & Evans, 2003 ; French & Popovici, 2009 ).

By contrast, more recent economic studies that arguably use better estimation methods have found that drinking has modest or negligible effects on educational attainment. Dee and Evans (2003) studied the effects of teen drinking on high school completion, college entrance, and college persistence. Employing changes in the legal drinking age across states over time as an instrument, they found no significant effect of teen drinking on educational attainment. Koch and Ribar (2001) reached a similar conclusion applying family fixed effects and instrumental variables to NLSY data. Though they found that drinking had a significant negative effect on the amount of schooling completed among men, the effect was small. Finally, Chatterji (2006) used a bivariate probit model of alcohol use and educational attainment to gauge the sensitivity of the estimates to various assumptions about the correlation of unobservable determinants of these variables. She concluded that there is no evidence of a causal relationship between alcohol use and educational attainment when the correlation coefficient is fixed at plausible levels.

Alcohol use could conceivably affect a student’s quality of learning and academic performance regardless of its impact on school completion. This possibility is suggested by Renna (2008) , who uses a research design similar to that used by Dee and Evans (2003) and finds that although binge drinking does not affect high school completion rates, it does significantly increase the probability that a student graduates with a GED rather than a high school diploma. Drinking could affect learning through a variety of mechanisms. Recent neurological research suggests that underage drinking can impair learning directly by causing alterations in the structure and function of the developing brain with consequences reaching far beyond adolescence ( Brown et al., 2000 ; White & Swartzwelder, 2004 ). Negative effects of alcohol use can emerge in areas such as planning and executive functioning, memory, spatial operations, and attention ( Brown et al., 2000 ; Giancola & Mezzich, 2000 ; Tapert & Brown, 1999 ). Alcohol use could also affect performance by reducing the number of hours committed to studying, completing homework assignments, and attending school.

We are aware of five economic studies that have examined whether drinking affects learning per se. Bray (2005) analyzed this issue indirectly by studying the effect of high school students’ drinking on subsequent wages, as mediated through human capital accumulation. He found that moderate high school drinking had a positive effect on returns to education and therefore on human capital accumulation. Heavier drinking reduced this gain slightly, but net effects were still positive. The other four studies approached the question directly by focusing on the association between drinking and GPA. Three of the GPA studies used data from the Harvard College Alcohol Study. Analyzing data from the study’s 1993 wave, both Wolaver (2002) and Williams et al. (2003) estimated the impact of college drinking on the quality of human capital acquisition as captured by study hours and GPA. Both studies found that drinking had a direct negative effect on GPA and an indirect negative effect through reduced study hours. Wolaver (2007) used data from the 1993 and 1997 waves and found that both high school and college binge drinking were associated with lower college GPA for males and females. For females, however, study time in college was negatively correlated with high school drinking but positively associated with college drinking.

To our knowledge, only one study has looked specifically at adolescent drinking and high school GPA. Analyzing data from the Youth Risk Behavior Survey, DeSimone and Wolaver (2005) used standard regression analysis to estimate whether drinking affected high school GPA. Even after controlling for many covariates, they found that drinking had a significant negative effect. Their results showed that the GPAs of binge drinkers were 0.4 points lower on average for both males and females. They also found that the effect of drinking on GPA peaked for ninth graders and declined thereafter and that drinking affected GPA more by reducing the likelihood of high grades than by increasing the likelihood of low grades.

All four GPA studies found that drinking has negative effects on GPA, but they each faced two limitations. First, they relied on self-reported GPA, which can produce biased results due to recall mistakes and intentional misreporting ( Zimmerman, Caldwell, & Bernat, 2006 ). Second, they used cross-sectional data. Despite these studies’ serious efforts to address unobserved individual heterogeneity, it remains questionable whether they identified a causal link between drinking and GPA.

In sum, early cross-sectional studies of educational attainment and GPA suggest that drinking can have a sizeable negative effect on both outcomes. By contrast, more recent studies of educational attainment that use improved estimation methods to address the endogeneity of alcohol use have found that drinking has negligible effects. The present paper is the first study of GPA that controls for individual heterogeneity in a fixed-effects framework, and our findings are consistent with the more recent studies of attainment that find small or negligible effects of alcohol consumption.

Add Health is a nationally representative study that catalogues health-related behaviors of adolescents in grades 7 through 12 and associated outcomes in young adulthood. An initial in-school survey was administered to 90,118 students attending 175 schools during the 1994/1995 school year. From the initial in-school sample, 20,745 students (and their parents) were administered an additional in-home interview in 1994–1995 and were re-interviewed one year later. In 2001–2002, Add Health respondents (aged 18 to 26) were re-interviewed in a third wave to investigate the influence of health-related behaviors during adolescence on individuals when they are young adults. During the Wave 3 data collection, Add Health respondents were asked to sign a Transcript Release Form (TRF) that authorized Add Health to identify schools last attended by study participants and request official transcripts from the schools. TRFs were signed by approximately 92% of Wave 3 respondents (about 70% of Wave 1 respondents).

The main outcome of interest, GPA, was abstracted from school transcripts and linked to respondents at each wave. Because most of the in-home interviews during Waves 1 and 2 were conducted during the Spring or Summer (at the end of the school year) and alcohol use questions referred to the past 12 months, we linked the in-home questionnaires with GPA data corresponding to the school year in which the respondent was enrolled or had just completed at the time of the interview.

The in-home questionnaires in Waves 1 and 2 offer extensive information on the student’s background, risk-taking behaviors, and other personal and family characteristics. These instruments were administered by computer assisted personal interview (CAPI) and computer assisted self-interview (CASI) techniques for more sensitive questions such as those on alcohol, drug, and tobacco use. Studies show that the mode of data collection can affect the level of reporting of sensitive behaviors. Both traditional self-administration and computer assisted self-administered interviews have been shown to increase reports of substance use or other risky behaviors relative to interviewer-administered approaches ( Azevedo, Bastos, Moreira, Lynch, & Metzger, 2006 ; Tourangeau & Smith, 1996 ; Wright, Aquilino, & Supple, 1998 ). Several measures of alcohol use were constructed on the basis of the CAPI/CASI questions: (1) whether the student drank alcohol at least once per week in the past 12 months, (2) whether the student binged (drank five or more drinks in a row) at least once per month in the past 12 months, (3) the average number of days per month on which the student drank in the past 12 months, (4) the average number of drinks consumed on any drinking day in the past 12 months, and (5) the total number of drinks per month consumed by the student in the past year.

Individual characteristics obtained from the in-home interviews included age, race, gender, grade in school, interview date, body mass index, religious beliefs and practices, employment status, health status, tobacco use, and illegal drug use. To capture environmental changes for respondents who changed schools, we constructed indicators for whether the respondent attended an Add Health sample school or sister school (e.g. the high school’s main feeder school) in each wave. We also considered family characteristics such as family structure, whether English was spoken at home, the number of children in the household, whether the resident mother and resident father worked, whether parents worked in blue- or white-collar jobs, and whether the family was on welfare. Finally, we took into account a number of variables describing interview and household characteristics as assessed by the interviewer: whether a parent(s) or other adults were present during the interview; whether the home was poorly kept; whether the home was in a rural, suburban, or commercial area; whether the home environment raised any safety concerns; and whether there was evidence of alcohol use in the household.

Respondents to the in-home surveys were also asked several questions about how they were doing in school. We constructed measures of how often the respondents skipped school, whether they had been suspended, and whether they were having difficulties paying attention in school, getting along with teachers, or doing their homework. We analyzed these secondary outcomes as possible mediators of an effect of alcohol use on GPA.

Our fixed-effects methodology required high school GPA data for Waves 1 and 2. For this reason, we restricted the sample to students in grades 9, 10, or 11 in Wave 1 (N=22,792) who were re-interviewed in Waves 2 and 3 (N=14,390), not mentally disabled (N=13,632), and for whom transcript data were available at Wave 3 (N=10,430). In addition, we excluded 1,846 observations that had missing values on at least one of the explanatory or control variables. 1 The final sample had 8,584 observations, which corresponded to Wave 1 and Wave 2 responses for 4,292 students with no missing information on high school GPA or other covariates across both waves. Male respondents accounted for 48% of the sample.

Table 1 shows summary statistics for the analysis sample by wave and gender. Abstracted GPA averages 2.5 for male students and 2.8 for female students, 2 with similar values in Waves 1 and 2. Approximately 9% of males and 6% of females reported drinking alcohol at least one time per week in Wave 1. The prevalence of binge drinking (consuming five or more drinks in a single episode) at least once a month is slightly higher: 11% among males and 7% among females. On average, the frequency of drinking in Wave 1 is 1.34 days per month for male respondents and 0.94 days per month for female respondents, while drinking intensity averages 2.8 drinks per episode for males and 2.2 drinks per episode for females. By Wave 2, alcohol consumption increases in all areas for both males and females. The increases for males are larger, ranging from an 18% increase in the average number of drinks per episode to a 55% increase in the fraction who binge monthly.

Summary Statistics

Note : Based on responses to survey questions regarding most recently completed school year.

Of the Wave 1 respondents, 87% of males and 90% of females had skipped school at least once in the past year, with males averaging 1.47 days skipped and females averaging 1.37 days. Further, 11% of males and 7% of females had been suspended at least once. Regarding the school difficulty measures, 50% of male respondents in Wave 1 reported at least one type of regular difficulty with school: 32% had difficulty paying attention, 15% did not get along with their teachers, and 35% had problems doing their homework. Among females, 40% had at least one difficulty: 25% with paying attention, 11% with teachers, and 26% with homework.

Table 2 tabulates changes in dichotomous measures of problem drinking by gender. Among males, 82.6% did not drink weekly in either wave; 8.1% became weekly drinkers in Wave 2; 4.8% stopped drinking weekly in Wave 2; and the remaining 4.5% drank weekly in both waves. Among females, 88.5% did not drink weekly in either wave; 5.3% became weekly drinkers in Wave 2; 3.7% stopped drinking weekly in Wave 2; and 2.5% drank weekly in both waves. The trends in monthly binging were similar, with the number of students who became monthly bingers exceeding that of students who stopped bingeing monthly in Wave 2. The proportion of respondents reporting binge-drinking monthly in both waves (6.6% and 3.4% for men and women, respectively) was higher than the fraction of students who reported drinking weekly in both waves.

Tabulation of Changes in Dichotomous Measures of Alcohol Use By Gender

4. Empirical methods and estimation issues

We examined the impact of adolescent drinking on GPA using fixed-effects estimation techniques. The following equation captures the relationship of interest:

where GPA it is grade point average of individual i during the Wave t school year, A it is a measure of alcohol consumption, X it is a set of other explanatory variables, c i are unobserved individual effects that are constant over time, ε it is an error term uncorrelated with A it and X it , and α, β a , and β x are parameters to estimate.

The coefficient of interest is β a , the effect of alcohol consumption on GPA. The key statistical problem in the estimation of β a is that alcohol consumption is likely to be correlated with individual-specific unobservable characteristics that also affect GPA. For instance, an adolescent with a difficult family background may react by shirking responsibilities at school and may, at the same time, be more likely to participate in risky activities. For this reason, OLS estimation of Equation (1) used with cross-sectional or pooled longitudinal data is likely to produce biased estimates of β a . In this paper, we took advantage of the two high school-administered waves in Add Health and estimated β a using fixed-effects techniques. Because Waves 1 and 2 were only one year apart, it is likely that most unobserved individual characteristics that are correlated with both GPA and alcohol use are constant over this short period. Subtracting the mean values of each variable over time, Equation (1) can be rewritten as:

Equation (2) eliminates time invariant individual heterogeneity ( c i ) and the corresponding bias associated with OLS estimation of Equation (1) .

We estimated Equation (2) using different sets of time-varying controls ( X it ). 3 We began by controlling only for unambiguously exogenous variables and progressively added variables that were increasingly likely to be affected by alcohol consumption. The first set of controls included only the respondent’s grade level, indicators for attending the sample school or sister school, and the date of the interview. In a second specification, we added household characteristics and interviewer remarks about the household and the interview. This specification includes indicators for the presence of parents and others during the interview and thus controls for a potentially important source of measurement error in the alcohol consumption variables. 4 The third specification added to the second specification those variables more likely to be endogenous such as BMI, religious beliefs/practices, employment, and health status. A fourth specification included tobacco and illegal drug use. By adding these behavioral controls, which could either be mediators or independent correlates of the drinking-GPA association, we examined whether the fixed-effects estimates were influenced by unmeasured time variant individual characteristics.

The fifth and sixth specifications were aimed at assessing possible mechanisms flowing from changes in alcohol use to changes in GPA. Previous research has found that part of the association between alcohol consumption and grades can be explained by a reduction in study hours. Add Health did not directly ask respondents about study effort. It did, however, ask about suspensions and days skipped from school. These school attendance variables were added to the set of controls to test whether an effect of alcohol use on human capital accumulation worked extensively through the quantity of, or exposure to, schooling. Alternatively, an effect of alcohol use on grades could be explained by temporary or permanent alterations in the structure and functioning of an adolescent’s developing brain with resulting changes in levels of concentration and understanding (an intensive mechanism). To test for the mediating role of this pathway, we added a set of dichotomous variables measuring whether the student reported having trouble at least once a week with each of the following: (i) paying attention in school, (ii) getting along with teachers, and (iii) doing homework.

Finally, we considered the number of days the student skipped school and the likelihood of having difficulties with school as two alternative outcomes and estimated the association between these variables and alcohol use, applying the same fixed-effects methodology as in Equation (2) . To analyze difficulties with school as an outcome, we constructed a dichotomous variable that is equal to one if the student faced at least one of the three difficulties listed above. We estimated the effect of alcohol use on this variable using a fixed-effects logit technique.

Separate regressions were run for male and female respondents. The literature shows that males and females behave differently both in terms of alcohol use ( Ham & Hope, 2003 ; Johnston, O’Malley, Bachman, & Schulenberg, 2007 ; Schulenberg, O’Malley, Bachman, Wadsworth, & Johnston, 1996 ; Wechsler, Davenport, Dowdall, Moeykens, & Castillo, 1994 ) and school achievement ( Dwyer & Johnson, 1997 ; Jacob, 2002 ; Kleinfeld, 1998 ). These gender differences are clearly evident in the summary statistics presented in Table 1 . Furthermore, the medical literature suggests that there may be gender differences in the impact of alcohol consumption on cognitive abilities (e.g. Hommer, 2003 ).

In addition to examining differential effects by gender, we tested for differential effects of alcohol use along three other dimensions: age, the direction of change in alcohol use (increases vs. decreases), and initial GPA. These tests, as well as other extensions and robustness checks, are described in Section 6.

Table 3 shows the fixed-effects estimates for β a from Equation (2) . Each cell depicts a different model specification defined by a particular measure of alcohol use and a distinctive set of control variables. Rows (a)-(d) denote the alcohol use variable(s) in each specification, and Columns (1)-(6) correspond to the different sets of covariates. Control variables are added hierarchically from (1) to (3). We first adjusted only by grade level, sample school and sister school indicators, and interview date (Column (1)). We then added time-varying household characteristics and interviewer assessments (Column (2)), followed by other individual time-varying controls (Column (3)). Column (4) adds controls for the use of other substances, which could either be correlates or consequences of alcohol use. Columns (5) and (6) consider other potential mediators of the effects found in (1)-(3) such as days skipped, suspensions from school, and academic difficulties.

Fixed effects Estimates; Dependent Variable = GPA

Notes : See Table 1 for list of control variables in each model specification. Robust standard errors in parentheses;

The results for males provide evidence of a negative yet small effect of alcohol use on GPA. No major changes were observed in the estimates across the different specifications that incrementally added more controls, suggesting that the results are probably robust to unmeasured time-varying characteristics. In what follows, therefore, we describe the results in Column (3), which controls for the greatest number of individual time-varying factors (with the exception of tobacco and illicit drug use). Weekly drinking and monthly binge drinking are both negatively associated with GPA, but neither of these coefficients is statistically significant (Rows (a) and (b)). The continuous measure of alcohol consumption has a statistically significant coefficient (Row (c)), suggesting that increasing one’s alcohol intake by 100 drinks per month reduces GPA by 0.07 points, or 2.8% relative to the mean. The results in Row (d) suggest that variation in both the frequency and the intensity of alcohol use contributes to the estimated effect on grades. An increase of one day per month in drinking frequency reduces GPA by 0.005 points, and consumption of one additional drink per episode reduces GPA by 0.004 points.

Columns (4)-(6) report the estimates of interest after controlling for use of other substances, days skipped or suspended from school, and difficulties with school. Relative to the effects identified in Column (3), controlling for tobacco and illegal drug use reduces the negative effect of total number of drinks on GPA by 9% or 0.006 GPA points (see row (c), Column (4)). Adding the school attendance variables to the set of controls in Column (3) results in a point estimate of −0.06 or 0.01 GPA points below the coefficient in Column (3) (see Column (5)). Adding the school difficulty variables results in a reduction in GPA of 0.007 GPA points or a 10% decrease relative to the estimate in Column (3). While not shown in the table, the inclusion of both school difficulty and attendance variables as controls explains approximately 20% of the effect of alcohol use on grades, with the alcohol use estimates remaining statistically significant at the 10% level.

For females, the estimated coefficients are much smaller than those for males, and for two measures (binge-drinking and drinking frequency), the estimates are actually positive. However, none of the coefficients are statistically significant at conventional levels. 5 Interestingly, after controlling for substance use, difficulties with school, and school attendance, the estimates become less negative or more positive. But they remain statistically non significant.

Table 4 shows the effect of alcohol use on the number of school days skipped during the past year. These results are qualitatively similar to the findings for GPA, suggesting some small and statistically significant effects for males but no significant effects for females. For males, increasing the number of drinks per month by 100 leads to an additional 0.72 days skipped (p<0.10) when controlling for household features, interviewer comments, and individual characteristics such as body mass index, religiosity, employment, and health status (see Column (3), Row (c)). Controlling for tobacco and illegal drug use reduces the coefficient slightly to 0.69 days. The results in Row (d) suggest that this effect is driven mainly by variation in drinking intensity, with an additional drink per episode resulting in an increase of 0.06 days skipped.

Fixed-effects Estimates; Dependent Variable = School Days Skipped

Notes : Robust standard errors in parentheses;

Table 5 contains estimates of the relationship between alcohol use and our dichotomous measure of having difficulty in school. For males, we found one small but statistically significant effect: consumption of an additional 100 drinks per month is associated with a 4% increase in the probability of having trouble in school. For females, the estimated coefficients are all positive and larger than those found for males, and four out of five are statistically significant. The probability of having trouble in school is roughly 11% higher for females who drink weekly relative to those who do not, and there is a similar effect for monthly binge drinking (Rows (a) and (b)). Furthermore, the likelihood of difficulties increases by 7% with an additional 100 drinks per month (Row (c)). These findings suggest that female students suffer adverse consequences from alcohol consumption, even if these effects do not translate into lower grades. Finally, in Row (d), we see that these adverse effects are driven by increases in drinking frequency rather than drinking intensity.

Fixed-effects Logit Estimates; Dependent Variable = Difficulty with School

Notes : Dependent variable is a dummy variable equal to one if respondent had trouble at least once a week with one or more of the following: (1) paying attention in school, (2) getting along with teachers, or (3) doing homework. Robust standard errors in parentheses;

Our main results thus far point to two basic conclusions. After controlling for individual fixed effects, alcohol use in high school has a relatively minor influence on GPA. But there are also some interesting gender differences in these effects. For males, we find small negative effects on GPA that are partially mediated by increased school absences and difficulties with school-related tasks. For females, on the other hand, we find that alcohol use does not significantly affect GPA, but female drinkers encounter a higher probability of having difficulties at school.

Our basic estimates of the effects of drinking on GPA complement those of Koch and Ribar (2001) , who find small effects of drinking on school completion for males and non-significant effects for females. However, our analysis of school-related difficulties suggests that females are not immune to the consequences of drinking. Namely, females are able to compensate for the negative effects of drinking (e.g., by working harder or studying more) so that their grades are unaffected. This interpretation is consistent with Wolaver’s (2007) finding that binge drinking in college is associated with increased study hours for women but with reduced study hours for men. It is also reminiscent of findings in the educational psychology and sociology literatures that girls get better grades than boys, and some of this difference can be explained by gender differences in classroom behavior ( Downey & Vogt Yuan, 2005 ) or by greater levels of self-discipline among girls ( Duckworth & Seligman, 2006 ).

When interpreting our results, there are some important caveats to keep in mind. First, we must emphasize that they reflect the contemporaneous effects of alcohol use. As such, they say nothing about the possible cumulative effects that several years of drinking might have on academic performance. Second, we can only examine the effect of alcohol use on GPA for those students who remain in school. Unfortunately, we cannot address potential selection bias due to high school dropouts because of the high rate of missing GPA data for those students who dropped out after Wave 1. 6 Third, we acknowledge that our fixed-effects results could still be biased if we failed to account for important time-varying individual characteristics that are associated with GPA differentials across waves. It is reassuring, however, that our results are generally insensitive to the subsequent inclusion of additional time-varying (and likely endogenous) characteristics, such as health status, employment, religiosity, tobacco use, and illicit drug use. Finally, we cannot rule out possible reverse causality whereby academic achievement affects alcohol use. Future research using new waves of the data may provide further insight on this issue. In the next section, we discuss some additional issues that we are able to explore via robustness checks and extensions.

6. Robustness checks and extensions

6.1. ols versus fixed effects.

In addition to running fixed-effects models, we estimated β a using OLS. Separate regressions were run by gender and by wave. We first regressed GPA on measures of alcohol use and the full set of time-varying controls used in the fixed-effects estimation (see Column (3), Table 3 ). Next, we added other time-invariant measures such as demographics, household characteristics, and school characteristics. Finally, we controlled for tobacco and illegal drug use. The comparison between fixed-effects and OLS estimates (Appendix Table A1 ) sheds light on the extent of the bias in β ^ a OLS . For males, OLS estimates for Wave 1 were 3 to 6 times larger (more negative) than fixed-effects estimates (depending on the measure of alcohol use), and OLS estimates in Wave 2 were 3 to 4 times larger than those from the fixed-effects estimation. The bias was even more pronounced for females. Contrary to the results in Table 3 , OLS estimates for females were statistically significant, quantitatively large, and usually more negative than the estimates for males.

OLS Cross-sectional Estimates; Dependent Variable = GPA

6.2. Outlier analysis

Concerns about misreporting at the extreme tails of the alcohol use distributions led us to re-estimate the fixed-effects model after addressing these outliers. A common method for addressing extreme outliers without deleting observations is to “winsorize” ( Dixon, 1960 ). This technique reassigns all outlier values to the closest value at the beginning of the user-defined tail (e.g., 1%, 5%, or 10% tails). For the present analysis, we used both 1% and 5% tails. As a more conventional outlier approach, we also re-estimated the models after dropping those observations in the 1% tails. In both cases we winsorized or dropped the tails using the full Wave 1 and Wave 2 distribution (in levels) and then estimated differential effects.

After making these outlier corrections, the estimates for males became larger in absolute value and more significant, but the estimates for females remained statistically non-significant with no consistent pattern of change. 7 For males, dropping the 1% tails increased the effect of 100 drinks per month on GPA to −0.15 points (from −0.07 points when analyzing the full sample). Winsorizing the 5% tails further increased the estimated effect size to −0.31 points.

We offer two possible interpretations of these results for males. First, measurement error is probably more substantial among heavier drinkers and among respondents with the biggest changes in alcohol consumption across waves, which could cause attenuation bias at the top end. 8 Second, the effect of drinks per month on GPA could be smaller among male heavier drinkers, suggesting non-linear effects. Interestingly, neither of these concerns appears to be important for the analysis of females.

6.3. Differential effects

Thus far we have reported the differential effects of alcohol use on GPA for males and females. Here, we consider differential effects along three other dimensions: age, direction of change in alcohol use (increases vs. decreases), and initial GPA. To examine the first two of these effects, we added to Equation (2) interactions of the alcohol use measure with dichotomous variables indicating (i) that the student was 16 or older, and (ii) that alcohol use had decreased between Waves 1 and 2. 9 For males, the negative effects of drinking on GPA were consistently larger among respondents who were younger than 16 years old. None of the interaction terms, however, were statistically significant. We found no consistent or significant differences in the effect of alcohol consumption between respondents whose consumption increased and those whose consumption decreased between Waves 1 and 2. All results were non-significant and smaller in magnitude for females. It should be noted, however, that the lack of significant effects could be attributed, at least in part, to low statistical power as some of the disaggregated groups had less than 450 observations per wave.

To examine whether drinking is more likely to affect low achievers (those with initial low GPA) than high achievers (higher initial GPA), we estimated two fixed-effects linear probability regressions. The first regression estimated the impact of alcohol use on the likelihood of having an average GPA of C or less, and the second regression explored the effect of drinking on the likelihood of having a GPA of B- or better. For males, we found that monthly binging was negatively associated with the probability of obtaining a B- or higher average and that increases in number of drinks per month led to a higher likelihood of having a GPA of C or worse. Frequency of drinking, rather than intensity, was the trigger for having a GPA of C or worse. For females, most coefficient estimates were not significant, although the frequency of drinking was negatively associated with the probability of having a GPA of C or worse.

6.4 Self-reported versus abstracted GPA

One of the key advantages of using Add Health data is the availability of abstracted high school grades. Because most educational studies do not have such objective data, we repeated the fixed-effects estimation of Equation (2) using self-reported GPA rather than transcript-abstracted GPA. To facilitate comparison, the estimation sample was restricted to observations with both abstracted and self-reported GPA (N=2,164 for males and 2,418 for females).

The results reveal another interesting contrast between males and females. For males, the results based on self-reported grades were fairly consistent with the results based on abstracted grades, although the estimated effects of binging and drinking intensity were somewhat larger (i.e., more negative) when based on self-reported grades. But for females, the results based on self-reported grades showed positive effects of alcohol consumption that were statistically significant at the 10% level for three out of five consumption measures (monthly binging, total drinks per month, and drinks per episode). Furthermore, with the exception of the frequency measure (drinking days per month), the estimated effects were all substantially larger (i.e., more positive) when based on self-reported GPA. This suggests that females who drink more intensively tend to inflate their academic performance in school, even though their actual performance is not significantly different from that of those who drink less. Males who drink more intensely, on the other hand, may tend to deflate their academic accomplishments.

6.5. Analysis of dropouts

In Table 3 , we estimated the effects of alcohol consumption on GPA conditional on being enrolled in school during the two observation years. While increased drinking could lead an adolescent to drop out of school, reduced drinking could lead a dropout to re-enroll. Our GPA results do not address either of these possible effects. Of those who were in 9 th grade in Wave 1, roughly 2.3% dropped out before Wave 2. Of those who were in 10 th and 11 th grades in Wave 1, the dropout rates were 3.7% and 5.0%, respectively. Our core estimates would be biased if the effect of alcohol use on GPA for non-dropouts differed systematically from the unobserved effect of alcohol use on GPA for dropouts and re-enrollers in the event that these students had stayed in school continuously.

To determine whether dropouts differed significantly from non-dropouts, we compared GPA and drinking patterns across the two groups. Unfortunately, dropouts were much more likely to have missing GPA data for the years they were in school, 10 so the comparison itself has some inherent bias. Nevertheless, for those who were not missing Wave 1 GPA data, we found that mean GPA was significantly lower for dropouts (1.11) than for those students who stayed in school at least another year (2.66). Dropouts were also older in Wave 1 (16.9 vs. 15.9 years old) and more likely to be male (54% vs. 48%). They also consumed alcohol more often and with greater intensity in the first wave. While there is evidence of differences across the two groups in Wave 1, it is unclear whether dropouts would have differed systematically with respect to changes in GPA and in drinking behavior over time if they had stayed in school. Due to the small number of dropout observations with Wave 1 GPA data, we could not reliably estimate a selection correction model.

6.6. Attrition and missing data

As described in the data section, a large fraction of the Add Health respondents who were in 9th, 10th, or 11th grade in Wave 1 were excluded from our analysis either because they did not participate in Waves 2 or 3, did not have transcript data, or had missing data for one or more variables used in the analysis. (The excluded sample consisted of 7,104 individuals out of a total of 11,396 potentially eligible.) Mean characteristics were compared for individuals in the sample under analysis (N=4,292) and excluded respondents (N=7,104) in Wave 1. Those in the analysis sample had higher GPAs (both self-reported and abstracted, when available) and were less likely to have difficulties at school, to have been suspended from school, or to have skipped school. They were less likely to drink or to drink intensively if they drank. They were more likely to be female and White, speak English at home, have highly educated parents, have a resident mother or father at home, and be in good health. They were less likely to have parents on welfare, live in commercial areas or poorly kept buildings, and smoke and use drugs.

The above comparisons suggest that our estimates are representative of the sample of adolescents who participated in Waves 2 and 3 but not necessarily of the full 9 th , 10 th , and 11 th grade sample interviewed at baseline. To assess the magnitude and sign of the potential attrition bias in our estimates, we considered comparing fixed-effects estimates for these two samples using self-reported GPA as the dependent variable. But self-reported GPA also presented a considerable number of missing values, especially for those in the excluded sample at Wave 2. Complete measures of self-reported GPA in Waves 1 and 2 were available for 60% of the individuals in the analysis sample and for less than 30% of individuals in the excluded sample.

As an alternative check, we used OLS to estimate the effects of alcohol use on self-reported GPA in Wave 1 for the excluded sample, and compared these to OLS coefficients for our analysis sample in Wave 1. The effects of alcohol use on self-reported grades were smaller for individuals excluded from our core analysis. Because the excluded individuals tend to consume more alcohol, the finding of smaller effects for these individuals is consistent with either of the two explanations discussed in Section 6.2 above. First, the effect of consuming alcohol on GPA could be smaller for those who drink more. And second, measurement error is probably more serious among heavier drinkers, potentially causing more attenuation bias in this sample.

To summarize, the analysis described above suggests that some caution should be exercised when extrapolating the results in this paper to other populations. Due to missing data, our analysis excludes many of the more extreme cases (in terms of grades, substance use, and socioeconomic status). However, our analysis suggests that the effects of alcohol use on grades are, if anything, smaller for these excluded individuals. It therefore supports our main conclusions that the effects of alcohol use on GPA tend to be small and that failure to account for unobserved individual heterogeneity is responsible for some of the large negative estimates identified in previous research.

7. Conclusion

Though a number of investigations have studied the associations between alcohol use and years of schooling, less is known about the impact of adolescent drinking on the process and quality of learning for those who remain in school. Moreover, studies that have examined the impact of drinking on learning have faced two important limitations. First, they have relied on self-reported grades as the key measure of learning and are therefore subject to potential biases that result from self-reporting. Second, they have relied on cross-sectional data and suffer from potential biases due either to unobserved individual heterogeneity or to weak or questionable instrumental variables.

In the present study, we contribute to the existing literature by exploiting several unique features of the nationally representative Add Health survey. First, we measure learning with grade point averages obtained from the respondents’ official school transcripts. Second, we exploit Add Health’s longitudinal design to estimate models with individual fixed effects. This technique eliminates the bias that results from time-invariant unobserved individual heterogeneity in the determinants of alcohol use and GPA. Finally, we explore a variety of pathways that could explain the association between alcohol use and grades. In particular, we examine the effects of alcohol consumption on both the quantity of schooling—as measured by days of school skipped—and the quality—as measured by difficulties with concentrating in school, getting along with teachers, or completing homework.

The main results show that, in general, increases in alcohol consumption result in statistically significant but quantitatively small reductions in GPA for male students and in statistically non-significant changes for females. For both males and females, comparisons of the fixed-effects models with standard cross-sectional models suggest that large biases can result from the failure to adequately control for unobserved individual heterogeneity. Our findings are thus closely aligned with those of Koch and Ribar (2001) and Dee and Evans (2003) , who reach a similar conclusion regarding the effects of drinking on school completion.

Our analysis also reveals some interesting gender differences in how alcohol consumption affects learning in high school. Our results suggest that for males, alcohol consumption has a small negative effect on GPA and this effect is partially mediated by increased school absences and by difficulties with school-related tasks. For females, however, we find that alcohol use does not significantly affect GPA, even though it significantly increases the probability of encountering difficulties at school. Gender differences in high school performance are well documented in the educational psychology and sociology literatures, yet no previous studies have estimated gender differences in high school learning that are directly associated with alcohol use. Our study is therefore unique in that regard.

Finally, our study also highlights the potential pitfalls of using self-reported grades to measure academic performance. Not only do we find evidence that use of self-reports leads to bias; we also find that the bias differs by gender, as drinking is associated with grade inflation among females and grade deflation among males. Hence, the conceptual discoveries uncovered in this research may be as important for future investigations as the empirical results are for current educational programs and policies.

Acknowledgements

Financial assistance for this study was provided by research grants from the National Institute on Alcohol Abuse and Alcoholism (R01 AA15695, R01 AA13167, and R03 AA016371) and the National Institute on Drug Abuse (RO1 DA018645). This research uses data from Add Health, a program project directed by Kathleen Mullan Harris and designed by J. Richard Udry, Peter S. Bearman, and Kathleen Mullan Harris at the University of North Carolina at Chapel Hill, and funded by grant P01-HD31921 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with cooperative funding from 23 other federal agencies and foundations. Special acknowledgment is due Ronald R. Rindfuss and Barbara Entwisle for assistance in the original design. Information on how to obtain the Add Health data files is available on the Add Health website ( http://www.cpc.unc.edu/addhealth ). No direct support was received from grant P01-HD31921 for this analysis. We gratefully acknowledge the input of several colleagues at the University of Miami. We are also indebted to Allison Johnson, William Russell, and Carmen Martinez for editorial and administrative assistance. The authors are entirely responsible for the research and results reported in this paper, and their position or opinions do not necessarily represent those of the University of Miami, the National Institute on Alcohol Abuse and Alcoholism, or the National Institute on Drug Abuse.

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1 Due to a significant fraction of missing responses, we imputed household income and household welfare status using both predicted values on the basis of other covariates and the sample mean for households that were also missing some of the predicting covariates. We added dummy variables to indicate when an observation was imputed.

2 Grades and numerical grade-point equivalents have been established for varying levels of a student’s academic performance. These grade-point equivalents are used to determine a student’s grade-point average. Grades of A, A-, and B+ with respective grade-point equivalents of 4.00, 3.67, and 3.33 represent an “excellent” quality of performance. Grades of B, B−, and C+ with grade-point equivalents of 3.00, 2.67, and 2.33 represent a “good” quality of performance. A grade of C with grade-point equivalent of 2.00 represents a “satisfactory” level of performance, a grade of D with grade-point equivalent of 1.00 represents a “poor” quality of performance, and a grade of F with grade-point equivalent of 0.00 represents failure.

3 Note that some demographics (e.g., race, ethnicity) and other variables that are constant over time do not appear in Equation (2) because they present no variation across waves.

4 Of particular concern is the possibility that measurement error due to misreporting varies across waves—either because of random recall errors or because of changes in the interview conditions. (For example, the proportion of interviews in which others were present declined from roughly 42% to 25% between Wave 1 and Wave 2.) Such measurement error could lead to attenuation bias in our fixed-effects model. On the other hand, reporting biases that are similar and stable over time are eliminated by the fixed-effects specification.

5 We tested the significance of these differences by pooling males and females and including an interaction of a gender dummy with the alcohol consumption measure in each model. We found statistically significant differences in the effects of monthly bingeing, drinks per month, and drinking days per month.

6 If alcohol use has small or negligible effects on school completion - as found by Chatterji (2006) , Dee and Evans (2003) , and Koch and Ribar (2001) - then such selection bias will also be small.

7 These results are not presented in the tables but are available from the authors upon request.

8 Examination of the outliers showed that only 15% of those who reported a total number of drinks above the 95th percentile of the distribution did so in both waves.

9 These fixed-effects regressions were adjusted by the same set of controls as in Table (3) , Column (3).

10 More than two-thirds of those who dropped out between Waves 1 and 2 were missing Wave 1 GPA data

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Cause And Effect Essay Guide

Cause And Effect Essay Examples

Best Cause and Effect Essay Examples To Get Inspiration + Simple Tips

What is a Cause and Effect Essay?

A cause and effect essay explores why things happen (causes) and what happens as a result (effects). This type of essay aims to uncover the connections between events, actions, or phenomena. It helps readers understand the reasons behind certain outcomes.

In a cause and effect essay, you typically:

Identify the Cause: Explain the event or action that initiates a chain of events. This is the "cause."
Discuss the Effect: Describe the consequences or outcomes resulting from the cause.
Analyze the Relationship: Clarify how the cause leads to the effect, showing the cause-and-effect link.

Cause and effect essays are common in various academic disciplines. For instance, studies in sciences, history, and the social sciences rely on essential cause and effect questions. For instance, "what are the effects of climate change?", or "what are the causes of poverty?"

Now that you know what a cause and effect is, let’s read some examples.

Cause and Effect Essay Examples for Students

Here is an example of a well-written cause and effect essay on social media. Let’s analyze it in parts to learn why it is good and how you can write an effective essay yourself.

The essay begins with a compelling hook that grabs the reader's attention. It presents a brief overview of the topic clearly and concisely. The introduction covers the issue and ends with a strong thesis statement , stating the essay's main argument – that excessive use of social media can negatively impact mental health.

The first body paragraph sets the stage by discussing the first cause - excessive social media use. It provides data and statistics to support the claim, which makes the argument more compelling. The analysis highlights the addictive nature of social media and its impact on users. This clear and evidence-based explanation prepares the reader for the cause-and-effect relationship to be discussed.

The second body paragraph effectively explores the effect of excessive social media use, which is increased anxiety and depression. It provides a clear cause-and-effect relationship, with studies backing the claims. The paragraph is well-structured and uses relatable examples, making the argument more persuasive.

The third body paragraph effectively introduces the second cause, which is social comparison and FOMO. It explains the concept clearly and provides relatable examples. It points out the relevance of this cause in the context of social media's impact on mental health, preparing the reader for the subsequent effect to be discussed.

The fourth body paragraph effectively explores the second effect of social comparison and FOMO, which is isolation and decreased self-esteem. It provides real-world consequences and uses relatable examples.

The conclusion effectively summarizes the key points discussed in the essay. It restates the thesis statement and offers practical solutions, demonstrating a well-rounded understanding of the topic. The analysis emphasizes the significance of the conclusion in leaving the reader with a call to action or reflection on the essay's central theme.

This essay follows this clear cause and effect essay structure to convey the message effectively:

Read our cause and effect essay outline blog to learn more about how to structure your cause and effect essay effectively.

Free Cause and Effect Essay Samples

The analysis of the essay above is a good start to understanding how the paragraphs in a cause and effect essay are structured. You can read and analyze more examples below to improve your understanding.

Cause and Effect Essay Elementary School

Cause and Effect Essay For College Students

Short Cause and Effect Essay Sample

Cause and Effect Essay Example for High School

Cause And Effect Essay IELTS

Bullying Cause and Effect Essay Example

Cause and Effect Essay Smoking

Cause and Effect Essay Topics

Wondering which topic to write your essay on? Here is a list of cause and effect essay topic ideas to help you out.

The Effects of Social Media on Real Social Networks
The Causes And Effects of Cyberbullying
The Causes And Effects of Global Warming
The Causes And Effects of WW2
The Causes And Effects of Racism
The Causes And Effects of Homelessness
The Causes and Effects of Parental Divorce on Children.
The Causes and Effects of Drug Addiction
The Impact of Technology on Education
The Causes and Consequences of Income Inequality

Need more topics? Check out our list of 150+ cause and effect essay topics to get more interesting ideas.

Tips For Writing a Good Cause and Effect Essay

Reading and following the examples above can help you write a good essay. However, you can make your essay even better by following these tips.

Choose a Clear and Manageable Topic: Select a topic that you can explore thoroughly within the essay's word limit. A narrowly defined topic will make it easier to establish cause-and-effect relationships.
Research and Gather Evidence: Gather relevant data, statistics, examples, and expert opinions to support your arguments. Strong evidence enhances the credibility of your essay.
Outline Your Essay: Create a structured outline that outlines the introduction, body paragraphs, and conclusion. This will provide a clear roadmap for your essay and help you present causes and effects clearly and coherently.
Transitional Phrases: Use transitional words and phrases like "because," "due to," "as a result," "consequently," and "therefore" to connect causes and effects within your sentences and paragraphs.
Support Each Point: Dedicate a separate paragraph to each cause and effect. Provide in-depth explanations, examples, and evidence for each point.
Proofread and Edit: After completing the initial draft, carefully proofread your essay for grammar, punctuation, and spelling errors. Additionally, review the content for clarity, coherence, and flow.
Peer Review: Seek feedback from a peer or someone familiar with the topic to gain an outside perspective. They can help identify any areas that need improvement.
Stay Focused: Avoid going off-topic or including irrelevant information. Stick to the causes and effects you've outlined in your thesis statement.
Revise as Needed: Don't hesitate to make revisions and improvements as needed. The process of revising and refining your essay is essential for producing a high-quality final product.

To Sum Up ,

Cause and effect essays are important for comprehending the intricate relationships that shape our world. With the help of the examples and tips above, you can confidently get started on your essay.

If you still need further help, you can hire a professional writer to help you out. At MyPerfectWords.com , we’ve got experienced and qualified essay writers who can help you write an excellent essay on any topic and for all academic levels.

So contact our reliable essay writing service today!

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Effects of Alcohol Consumption Essay

Introduction, nursing intervention.

Alcohol consumption can have various effects on the people who consume it. The effects may be social, psychological, physiological and medical. Some alcoholic brands (like wine) may have positive effects on our health while others (like spirits) may have negative effects. The duration in which a person consumes alcohol determines the intensity of the negative effects of alcohol on the person. One negative effect of alcohol is the damage of body organs like the liver and the colon, when consumed for a long period of time (Cooper, 2000).

Alcohol is categorized as a depressant due to its ability to slow down the nervous system thereby reducing sensitivity to pain through inducement of sleep like feeling. Some of the immediate impacts of alcohol misuse include lack or loss of one’s awareness, distortion of reality, loss of coordination of the brain activities and one’s motor skills (Toppness, 2011). When used for a long time, it leads to addiction, as well as social and economic irresponsibilities by the addicted individuals (Toppness, 2011).

Research has shown that alcohol consumption is a risk factor to colon cancer. However, the type of alcohol brand matters. While wine may have positive impacts in preventing colon cancer, hard liquor like spirits have been found to increase the chances of alcoholics developing colon cancer. Prolonged alcohol consumption also leads to colon irritation, which in turn leads to diarrhoea and constipation (Toppness, 2011). This can make the individuals lose their appetite and become malnourished. Such individuals may end up being socially and economically irresponsible, which may further lead to depression. The depressed individuals become prone to suicide because their thinking and reasoning becomes impaired, and to them, life loses meaning.

Patients who are addicted to alcohol consumption need to be shown love and care not rebuke and contempt. This is one aspect of the nursing profession and other professions like social work. We should show them love and care through talking to them in a courteous manner, and showing them that they are able to come out of their situation.

Many alcohol addicts have their symptoms as adaptive. This means that they develop or acquire some behaviour which helps them cope with the problems they are facing; one such behaviour is alcohol consumption, which later develops into alcohol misuse or abuse. For example, some may assume or think that other people hate them because they are poor or are of low social status. This is an external pressure to them, and in order for them to safeguard their ego, they engage in alcohol consumption in order to cope in staying with the people who hate them. Our intervention should therefore be centred on behaviour and attitude change.

We should show them that alcohol consumption is not the solution to their problems and help them gain the courage to face life the way it is. We should help them acquire new behaviours which are not depended on alcohol. For instance, they could be helped to boost their people’s skills, their confidence as well as improve on their hygiene, which would boost their self-esteem. These interventions could be done in a community setting or at their homes. In severe cases of addiction, they should be taken to rehabilitation, where they could be helped to recover from withdrawal symptoms.

Even though alcohol can have many negative effects on our bodies, it is a good component of our diet when used properly in the right quantities and frequencies. For instance, it makes our meals complete apart from being used as a social drink. Alcohol consumption therefore becomes dangerous to us and our bodies when we misuse it. Alcohol consumption is regarded as a risk factor in causing colon cancer because it causes diarrhoea and inflammation of the colon. The link is however not clearly established and therefore the need for more research to establish the relationship between alcohol consumption and colon cancer (Hales, 2008).

Cooper, D.B. (2000). Alcohol Use. Abingdon OX14 1AA: Radcliffe Publishing.

Hales, D. (2008). An Invitation to Health. New York: Cengage Learning.

Toppness, H. (2011). Alcohol Effects on the Colon. Web.

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Symptom Management of Diarrhoea
Vibrio Cholerae: Death by Diarrhoea
Colon Cancer: Risk Factors
Malabsorption Syndrome and Its Impact on Human Body
Dietary Approach to Colon Cancer Prevention
Healthcare: Colon Cancer
Colon Cancer: Treatment Options, Medication Research
Colon Cancer: Symptoms, Genes, and Immunosuppression
The Cold Sensation in the Stomach: Causes and Treatment
Diagnosis and Treatment of Crohn’s Disease
Students’ Drinking and Partying: Ethics of the University’s War
Alcoholic Anonymous: Advantages and Disadvantages of the Programs
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Study Guides
Homework Questions

Cause and Effect Argument Essay Assignment.edited

What is the difference between a solar eclipse and a lunar eclipse?

It almost time! Millions of Americans across the country Monday are preparing to witness the once-in-a-lifetime total solar eclipse as it passes over portions of Mexico, the United States and Canada.

It's a sight to behold and people have now long been eagerly awaiting what will be their only chance until 2044 to witness totality, whereby the moon will completely block the sun's disc, ushering in uncharacteristic darkness.

That being said, many are curious on what makes the solar eclipse special and how is it different from a lunar eclipse.

The total solar eclipse is today: Get the latest forecast and everything you need to know

What is an eclipse?

An eclipse occurs when any celestial object like a moon or a planet passes between two other bodies, obscuring the view of objects like the sun, according to NASA .

What is a solar eclipse?

A total solar eclipse occurs when the moon comes in between the Earth and the sun, blocking its light from reaching our planet, leading to a period of darkness lasting several minutes. The resulting "totality," whereby observers can see the outermost layer of the sun's atmosphere, known as the corona, presents a spectacular sight for viewers and confuses animals – causing nocturnal creatures to stir and bird and insects to fall silent.

Partial eclipses, when some part of the sun remains visible, are the most common, making total eclipses a rare sight.

What is a lunar eclipse?

A total lunar eclipse occurs when the moon and the sun are on exact opposite sides of Earth. When this happens, Earth blocks the sunlight that normally reaches the moon. Instead of that sunlight hitting the moon’s surface, Earth's shadow falls on it.

Lunar eclipses are often also referred to the "blood moon" because when the Earth's shadow covers the moon, it often produces a red color. The coloration happens because a bit of reddish sunlight still reaches the moon's surface, even though it's in Earth's shadow.

Difference between lunar eclipse and solar eclipse

The major difference between the two eclipses is in the positioning of the sun, the moon and the Earth and the longevity of the phenomenon, according to NASA.

A lunar eclipse can last for a few hours, while a solar eclipse lasts only a few minutes. Solar eclipses also rarely occur, while lunar eclipses are comparatively more frequent. While at least two partial lunar eclipses happen every year, total lunar eclipses are still rare, says NASA.

Another major difference between the two is that for lunar eclipses, no special glasses or gizmos are needed to view the spectacle and one can directly stare at the moon. However, for solar eclipses, it is pertinent to wear proper viewing glasses and take the necessary safety precautions because the powerful rays of the sun can burn and damage your retinas.

Contributing: Eric Lagatta, Doyle Rice, USA TODAY

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COMMENTS

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Excessive alcohol consumption can also cause memory loss and other psychological issues. Consuming alcohol at a high rate can also cause social problems. This can include loss of friends and being outcast from your community. This happens because of the bad choices that come with alcoholism and most people do not want to associate with those ...
The Impact of Alcohol Abuse: Causes, Effects, and Solutions
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The long-term effects of alcohol on the brain can cause an impact on memory, learning, and behavior. Alcohol abuse can result in: Brain shrinkage. Loss of grey matter. Loss of white matter. Liver health risks. Your liver is a strong organ, but it cannot keep up with the long-term effects of alcohol, which increases the risk of:
Alcoholism Causes and Effects
Alcohol abuse may also cause issues with memory and may impair learning. Alcoholism may also greatly affect the brain. For example, brain lesions are likely to occur. Alcohol-related brain damage comes about due to a combination of several factors. Alcoholism may also cause heart attacks and strokes.
Alcohol harms the brain in teen years -- before and after that, too
Two of those periods are at the beginning and end of life. When pregnant women drink alcohol, it can damage the developing brain of the fetus, leading to physical problems, learning disabilities, and behavioral problems. When people over the age of 65 drink alcohol, it can worsen declines in brain function that happen during aging.
The Side Effects of Drinking Alcohol Cause and Effect Essay
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Alcohol exerts various effects on our CNS in various ways, the common ones being depression of the CNS, destruction of the brain cells, contraction of the tissues of the brain, suppression of the excitatory nerve pathway activity, neuronal injury, etc [ 3 ]. Alcohol's impact on the functioning of the brain ranges from mild and anxiolytic ...
Alcohol's Effects on the Body
These disruptions can change mood and behavior, and make it harder to think clearly and move with coordination . Heart: Drinking a lot over a long time or too much on a single occasion can damage the heart, causing problems including: Cardiomyopathy - Stretching and drooping of heart muscle. Arrhythmias - Irregular heart beat.
Alcoholism: Its Causes and Effects
Introduction. According to the National Council on Alcoholism and Drug Dependence (Alcoholism, 2000), alcohol is among the three largest causes of preventable mortality in the United States. Contributing to approximately 100,000 deaths annually, only tobacco and diet/activity patterns contribute to greater death tolls.
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The negative effects of alcohol. It should be a surprise to no one that drinking too much alcohol can be bad for you — of course, the definition of "too much" can vary. More on that in a moment. Here are some of the more common negative health consequences of excessive alcohol consumption — and good reasons to moderate your intake of alcohol:
Cause and Effect Essay Sample on Alcoholism and Its Effects on People
In the United States alone, alcohol causes over 100,000 deaths every year. Abusing alcohol regularly can make your immune system weak, making your body sensitive to many diseases. ... If you need someone to write your cause and effect essay on alcoholism topics, contact our essay service for help. Upgrade your essays with these FREE writing ...
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That scenario shows only a few of the side effects alcohol can cause to a person. Alcohol creates a disruption regarding the connection of the brain. The brain controls physical and psychological actions. Many people do not think about the possible outcomes that alcohol can cause to themselves. Most american's drink occasionally and some ...
Effects of Alcohol on People and Their Lives
Clearly, there are a lot of effects that alcohol brings onto people and their lives. Alcohol can bring effects that are physical, mental, and emotional. We can see the physical consequences in their lifestyles, abuse, and suicide. We see the mental issues in their dependency, denial, and thoughts. The emotional effects can be seen in the user ...
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We will write a custom essay on your topic a custom Essay on Alcoholism Causes and Curing. 808 writers online . Learn More . ... Dangers associated with alcohol consumption. One of the major effects of alcohol consumption is physical violence. Heavy intoxications due to alcohol consumption induce acts of violence such as abuse to family members ...
Cause and Effect Essay on Drinking Alcohol
The second symptom is jaundice. If red blood gets disrupted, the body produces bilirubin. When the liver no longer functions properly, the liver is filled with bilirubin. If an excessive amount of jaundice happens, it can turn their skin to yellow. The best way to recover from jaundice is to stop consuming alcohol.
Cause And Effect Essay On Alcohol
Alcoholism. Alcohol consumption is a learned behavior. people drink it out of things like curiosity peer pressure and customs like toasting on a special occasions etc. and eventually it becomes a habit people often drink to escape certain feelings. Alcoholism is a desire produced by the repeated misuse of ethyl alcohol.
8 Cause and Effect Essay Examples to Help You Get Started
Research and Gather Evidence: Gather relevant data, statistics, examples, and expert opinions to support your arguments. Strong evidence enhances the credibility of your essay. Outline Your Essay: Create a structured outline that outlines the introduction, body paragraphs, and conclusion. This will provide a clear roadmap for your essay and ...
Free Essay: Causes and Effects of Alcohol
Cause and Effect Essay Drinking Alcohol Many cultures use alcohol as a social drink and a way to relax. People also drink alcohol for different causes. For example: loneliness caused by life changes, to face with depression, influence of older friends or parents. The ethyl alcohol or ethanol, in alcoholic drinks such as beer, wine and liquor is ...
Effects of Alcohol Consumption
Discussion. Alcohol is categorized as a depressant due to its ability to slow down the nervous system thereby reducing sensitivity to pain through inducement of sleep like feeling. Some of the immediate impacts of alcohol misuse include lack or loss of one's awareness, distortion of reality, loss of coordination of the brain activities and ...
Cause and Effect Argument Essay Assignment.edited
Law. 1 Cause and Effect Argument Essay Assignment Student's Name Institutional Affiliation Course Professor's Name Date. 2 Cause/Effect Argument: Organ Sales The gift of life to be a part of organ donation surely is beautiful and touching. Some people who happen to be very fortunate, receive a new organ to replace their original organ, which ...
Solar vs. lunar eclipse: The different types of eclipses, explained
The major difference between the two eclipses is in the positioning of the sun, the moon and the Earth and the longevity of the phenomenon, according to NASA. A lunar eclipse can last for a few ...
Why can the eclipse damage your eyes? Symptoms to watch for
The eclipse may cause discomfort — but likely won't since the retina doesn't have pain nerves. Signs that you may want to look out for include blurred vision, headache, sensitivity ...