Gary Marks

University of North Carolina at Chapel Hill — United States

Medicine · Health Sciences

73h-index18.8kcitations336works2.02yr avg
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Research Topics

HIV/AIDS Research and Interventions(91), Education Systems and Policy(81), HIV, Drug Use, Sexual Risk(62), Adolescent Sexual and Reproductive Health(56), School Choice and Performance(51)

Publications336 total

Revisiting party system structuration in Latin America and Europe: Economic and socio-cultural dimensions
UNC Libraries·2025Open Access
Student achievement is much more about cognitive ability and genetics than SES: A response to Debouwere
Review of Education·2024· 1 citedOpen Access
Highly active antiretroviral therapy and sexual risk behavior: a meta-analytic review
2024· 3 cited
Highly active antiretroviral therapy and sexual risk behavior: a meta-analytic review
2024· 1 citedOpen Access
No substantive effects of school socioeconomic composition on student achievement in Australia: a response to Sciffer, Perry and McConney
Large-scale Assessments in Education·2024· 5 citedOpen Access
Has Cognitive Ability Become More Important for Education and the Labor Market? A Comparison of the Project Talent and 1979 National Longitudinal Survey of Youth Cohorts
Journal of Intelligence·2023· 4 citedOpen Access
Why are students attending fee-charging second-level schools in Ireland more likely to progress to high-demand university degree courses? Evidence from the Growing Up in Ireland longitudinal survey
Irish Educational Studies·2023· 3 cited
The importance of parental ability for cognitive ability and student achievement: Implications for social stratification theory and practice
Research in Social Stratification and Mobility·2023· 27 cited
Cognitive ability has powerful, widespread and robust effects on social stratification: Evidence from the 1979 and 1997 US National Longitudinal Surveys of Youth
Intelligence·2022· 17 cited
The overwhelming importance of prior achievement when assessing school effects: evidence from the Australian national assessments
School Effectiveness and School Improvement·2022· 7 cited
Effectiveness of an Interactive, Highly Tailored “Video Doctor” Intervention to Suppress Viral Load and Retain Patients With HIV in Clinical Care: A Randomized Clinical Trial
JAIDS Journal of Acquired Immune Deficiency Syndromes·2022· 6 citedOpen Access
General or specific abilities? Evidence from 33 countries participating in the PISA assessments
Intelligence·2022· 16 cited
Cognitive ability and conscientiousness are more important than SES for educational attainment: An analysis of the UK Millennium Cohort Study
Personality and Individual Differences·2021· 24 cited
Patterns of regional authority
UNC Libraries·2021· 5 citedOpen Access
The territorial architecture of government
UNC Libraries·2021· 3 citedOpen Access
Explaining the salience of anti-elitism and reducing political corruption for political parties in Europe with the 2014 Chapel Hill Expert Survey data
UNC Libraries·2021· 35 citedOpen Access
European Union?
UNC Libraries·2021Open Access
How much do students’ scores in PISA reflect general intelligence and how much do they reflect specific abilities?
Journal of Educational Psychology·2021· 44 cited
No evidence for cumulating socioeconomic advantage. Ability explains increasing SES effects with age on children's domain test scores
Intelligence·2021· 11 cited
School socioeconomic-background effects are generally small: a response to Sciffer, Perry, and McConney
British Journal of Sociology of Education·2021· 4 cited
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Frequent Co-authors

Nicole Crepaz(10), Jane M. Simoni(6), Jean L. Richardson(6), Lytt I. Gardner(5), Julia M. Solis(4), Gordon Mansergh(4), Hyacinth R. C. Mason(4), Monica S. Ruiz(4), Adrian Liau(3), Grant Colfax(3), Robert Guzman(3), Susan Buchbinder(3), Michael J. Mugavero(3), Lisa R. Metsch(3), Jason Craw(3), Martha Cecilia Yépez García(2), Gregorio A. Millett(2), Madeline Rader(2), Mari‐Lynn Drainoni(2), Jeanne Keruly(2)