ArticleNPJ science of learning2018
Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them.
Article in NPJ science of learning, 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.
The trial behind it
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
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
- Gene-environment correlation: the role of family environment in academic development.Molecular psychiatry · 2025Article
- Principles and Policy Recommendations for Comprehensive Genetic Data Governance.Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society · 2025Article
- Gene-environment interaction analysis of school quality and educational inequality.NPJ science of learning · 2024Article
- A Longitudinal Analysis of Gene x Environment Interaction on Verbal Intelligence Across Adolescence and Early Adulthood.Behavior genetics · 2023Article
- A multi-faceted role of dual-state dopamine signaling in working memory, attentional control, and intelligence.Frontiers in behavioral neuroscience · 2023Review
- 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
- Persistent association between family socioeconomic status and primary school performance in Britain over 95 years.NPJ science of learning · 2022Article
- From Genome-Wide to Environment-Wide: Capturing the Environome.Perspectives on psychological science : a journal of the Association for Psychological Science · 2022Article
- Bench Research Informed by GWAS Results.Cells · 2021Review
- Gene-environment dependencies lead to collider bias in models with polygenic scores.Scientific reports · 2021Article
- School quality ratings are weak predictors of students' achievement and well-being.Journal of child psychology and psychiatry, and allied disciplines · 2021Article
- Article
- Genetic associations with mathematics tracking and persistence in secondary school.NPJ science of learning · 2020Article
- Comment on Asbury and Wai (2019), "Viewing education policy through a genetic lens,"Journal of school choice · 2020Article
- Twins Early Development Study: A Genetically Sensitive Investigation into Behavioral and Cognitive Development from Infancy to Emerging Adulthood.Twin research and human genetics : the official journal of the International Society for Twin Studies · 2019Article
- Teacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores.Journal of child psychology and psychiatry, and allied disciplines · 2019Article
- The moderating role of SES on genetic differences in educational achievement in the Netherlands.NPJ science of learning · 2019Article
- The genetics of university success.Scientific reports · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors.
Funding
Abstract
On average, students attending selective schools outperform their non-selective counterparts in national exams. These differences are often attributed to value added by the school, as well as factors schools use to select pupils, including ability, achievement and, in cases where schools charge tuition fees or are located in affluent areas, socioeconomic status. However, the possible role of DNA differences between students of different schools types has not yet been considered. We used a UK-representative sample of 4814 genotyped students to investigate exam performance at age 16 and genetic differences between students in three school types: state-funded, non-selective schools ('non-selective'), state-funded, selective schools ('grammar') and private schools, which are selective ('private'). We created a genome-wide polygenic score (GPS) derived from a genome-wide association study of years of education (
Identifiers
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.