ArticleSociological science2018
Schools as Moderators of Genetic Associations with Life Course Attainments: Evidence from the WLS and Add Health.
Article in Sociological science, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
25 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Overcoming attenuation bias in regressions using polygenic indices.Nature communications · 2023Pooled it
- Trial
- Genetic associations with education have increased and are patterned by socioeconomic context: Evidence from 3 studies born 1946-1970.Proceedings of the National Academy of Sciences of the United States of America · 2026Article
- The genetic lottery goes to school: Better schools compensate for the effects of students' genetic differences.Proceedings of the National Academy of Sciences of the United States of America · 2025Article
- Interaction of family SES with children's genetic propensity for cognitive and noncognitive skills: No evidence of the Scarr-Rowe hypothesis for educational outcomes.Research in social stratification and mobility · 2024Article
- Exploring the Fetal Origins Hypothesis Using Genetic Data.Social forces; a scientific medium of social study and interpretation · 2024Article
- Implications of the genomic revolution for education research and policy.British educational research journal · 2024Article
- Gene-environment interaction analysis of school quality and educational inequality.NPJ science of learning · 2024Article
- Schooling substantially improves intelligence, but neither lessens nor widens the impacts of socioeconomics and genetics.NPJ science of learning · 2022Article
- A population-wide gene-environment interaction study on how genes, schools, and residential areas shape achievement.NPJ science of learning · 2022Article
- How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study.Journal of child psychology and psychiatry, and allied disciplines · 2022Article
- Challenging the utility of polygenic scores for social science: Environmental confounding, downward causation, and unknown biology.The Behavioral and brain sciences · 2022Article
- Polygenic prediction of educational attainment within and between families from genome-wide association analyses in 3 million individuals.Nature genetics · 2022Article
- Genetic effects on educational attainment in Hungary.Brain and behavior · 2022Article
- Gene-environment Interactions and School Tracking during Secondary Education: Evidence from the U.S.Research in social stratification and mobility · 2021Article
- Educational attainment polygenic score predicts inhibitory control and academic skills in early and middle childhood.Genes, brain, and behavior · 2021Article
- Polygenic Scores in Developmental Psychology: Invite Genetics In, Leave Biodeterminism Behind.Annual review of developmental psychology · 2020Article
- Separating Measured Genetic and Environmental Effects: Evidence Linking Parental Genotype and Adopted Child Outcomes.Behavior genetics · 2020Article
- Interactions between Polygenic Scores and Environments: Methodological and Conceptual Challenges.Sociological science · 2020Article
- The Earliest Origins of Genetic Nurture: The Prenatal Environment Mediates the Association Between Maternal Genetics and Child Development.Psychological science · 2020Article
Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
Genetic variants identified in genome-wide association studies of educational attainment have been linked with a range of positive life course development outcomes. However, it remains unclear whether school environments may moderate these genetic associations. We analyze data from two biosocial surveys that contain both genetic data and follow students from secondary school through mid- to late life. We test if the magnitudes of the associations with educational and occupational attainments varied across the secondary schools that participants attended or with characteristics of those schools. Although we find little evidence that genetic associations with educational and occupational attainment varied across schools or with school characteristics, genetic associations with any postsecondary education and college completion were moderated by school-level socioeconomic status. Along similar lines, we observe substantial between-school variation in the average level of educational attainment students achieved for a fixed genotype. These findings emphasize the importance of social context in the interpretation of genetic associations. Specifically, our results suggest that though existing measures of individual genetic endowment have a linear relationship with years of schooling that is relatively consistent across school environments, school context is crucial in connecting an individual's genotype to his or her likelihood of crossing meaningful educational thresholds.
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