In this article, the author comments on James Catterall's research "Doing Well and Doing Good by Doing Art." The purpose is to understand how this study frames the argument for a high level of arts involvement in secondary school. By doing so, important characteristics and limitations of social science research and of this study in particular are shown to attempt to create the frames through which phenomena are viewed. Catterall's study employs logical causation modeling, which may help in understanding the relationships between an involved education in the arts and other variables associated with "doing good" and "doing well." The author briefly explains the two main concepts of logical causation modeling and explores their relevance to Catterall's research. Besides distinctions between correlation and causation, the author uses opportunities from this study to highlight another characteristic and limitation of social science research: operationalization. He raises concerns and awareness of characteristics crucial to understanding social science research such as Catterall's study. Then, he turns to the findings of Catterall's analysis of the National Educational Longitudinal Survey (NELS) 20 and 26 panels keeping in mind the cautions and critiques of social science research. Taken together, the strengths and limitations of Catterall's research that the author highlights in this review contribute to the growing understanding of the impact of an education in the arts and to a developing theory of arts and education. (Contains 2 notes.)