search, and Intervention for Development in Early Adolescence. The data examined in this chapter were gathered with the assistance of grants to B. Bradford Brown from the Spencer Foundation through the Wisconsin Center for Education Research, University of Wisconsin-Madison; to B. Bradford Brown and Laurence Steinberg from the U.S. Department of Education through the National Center on Effective Secondary Schools, Wisconsin Center for Education Research, University of Wisconsin-Madison; and to Sanford M. Dornbusch and P. Herbert Leiderman from the Spencer Foundation through the Center for the Study of Families, Youth, and Children at Stanford University. The authors gratefully acknowledge the helpful comments of Rainer Silbereisen, Laurence Steinberg, and two anonymous reviewers. The opinions expressed in this chapter are those of the authors and do not necessarily reflect the opinions of the funding agencies.
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