The relative age effect associated with cut-off dates for hockey eligibility has been an ongoing debate in certain academic circles and in the popular media. The effect is primarily found in Canadian Major Junior Hockey, where a disproportionate share of birthdays fall in the first three months of the year. But when the National Hockey League rosters of Canadian-born players are examined, the pattern is less pronounced. Using publically available data of hockey players from 2000-2009, we find that the relative age effect, as described by Nolan and Howell (2010) and Gladwell (2008), is moderate for the average Canadian National Hockey League player and reverses when examining the most elite professional players (i.e. All-Star and Olympic Team rosters). We also find that the average career duration is longer for players born later in the year. In sum, there is a surprising 'relative age effect reversal' that occurs from the junior leagues to the most elite level of hockey play. This supports an 'underdog' hypothesis, where the relatively younger players are thought to benefit by more competitive play with their older counterparts.

Human, financial, and social capital from several contexts affects child and adolescent well-being. Families and schools are among the most important, and research is increasingly studying how effects of capital across such contexts affect child and adolescent academic and social outcomes. Some research suggests that families may be more powerful than schools in promoting child and adolescent wellbeing. Additional research is needed to more fully understand how capital across institutions interacts in producing child well-being, when and why multiple institutions or levels of analysis are relevant, and how several contexts can form chains of causation. Theories of social capital may promote increased conversation among researchers who study the same outcomes yet focus their analyses on different contexts.A major function of the family is to produce and socialize children. But children grow and

We investigate the effects ofboth family andschool capital onstudent mathandreading achievement. We use theNational Longitudinal Survey ofYouth (NLSY) merged Child-Mother Data for 1992 and 1994, towhich indicators of capital in thechildren's schools for 1993-94 and 1994-95 have recently been added. We studychildren whoattended first through eighth grades in both 1992 and 1994, with samples of 2034 for math achievement and2203 for reading recognition. Findings suggest thatschool capital effects are modest in size while family capital effects are stronger; combinations of school and family capital boost ormodify additive findings. We sketch directions forfuture research and discuss theusefulness ofanalyzing school andfamily capital asparallel concepts.

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We argue for analyzing school and family social capital, human capital, and financial capital as parallel concepts and investigate their effects on child social adjustment. We use the National Longitudinal Survey of Youth (NLSY) merged Child‐Mother Data, to which we add indicators of capital in the children's schools. Findings suggest that although school capital effects are present, family social capital and maternal and child human capital effects are more prevalent. Interactions between family and school capital refine these findings. We derive inferences regarding how investment at home and at school can work together to promote child social adjustment.