ArticleDevelopmental science2020
Predicting educational achievement from genomic measures and socioeconomic status.
Article in Developmental science, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 53 papers.
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Who cites it
53 citing papers in PubMed.
- Cognitive control training with domain-general response inhibition does not change children's brains or behavior.Nature neuroscience · 2024Trial
- Non-cognitive skills mediate education-related polygenic score associations with academic achievement across development.Nature communications · 2026Article
- Parental reflective functioning and internalizing symptoms predict altruistic prosocial behaviour in children.The British journal of developmental psychology · 2025Article
- Large language models predict cognition and education close to or better than genomics or expert assessment.Communications psychology · 2025Article
- Socio-economic status is a social construct with heritable components and genetic consequences.Nature human behaviour · 2025Review
- We must not ignore eugenics in our genetics curriculum.Trends in genetics : TIG · 2025Article
- Gene-environment correlation: the role of family environment in academic development.Molecular psychiatry · 2025Article
- From genetic disposition to academic achievement: The mediating role of non-cognitive skills across development.bioRxiv : the preprint server for biology · 2025Article
- Profiles of academic and cognitive abilities differ in younger and older children from diverse socioeconomic neighbourhoods.Australian journal of psychology · 2025Article
- Links between socioeconomic position and cognitive and behavioral regulation in adolescence: The role of pubertal development.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2024Article
- The Geneticization of Education and Its Bioethical Implications.Cambridge quarterly of healthcare ethics : CQ : the international journal of healthcare ethics committees · 2024Article
- Genetic associations between non-cognitive skills and academic achievement over development.Nature human behaviour · 2024Article
- Implications of the genomic revolution for education research and policy.British educational research journal · 2024Article
- Infrastructuring Educational Genomics: Associations, Architectures, and Apparatuses.Postdigital science and education · 2024Article
- How social background and interest in science are linked to junior high school students' perceptions of the ecological transition.Frontiers in psychology · 2024Article
- Educational Influences on Late-Life Health: Genetic Propensity and Attained Education.The journals of gerontology. Series B, Psychological sciences and social sciences · 2024Article
- Polygenic risk for depression and anterior and posterior hippocampal volume in children and adolescents.Journal of affective disorders · 2024Article
- Social causation, social selection, and economic selection in the health outcomes of Chinese older adults and their gender disparities.SSM - population health · 2023Article
- Genetic contributions of noncognitive skills to academic development.bioRxiv : the preprint server for biology · 2023Article
- Genetic contributions of noncognitive skills to academic development.Research square · 2023Article
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Authors and funding
7 authors.
Funding
Abstract
The two best predictors of children's educational achievement available from birth are parents' socioeconomic status (SES) and, recently, children's inherited DNA differences that can be aggregated in genome-wide polygenic scores (GPS). Here, we chart for the first time the developmental interplay between these two predictors of educational achievement at ages 7, 11, 14 and 16 in a sample of almost 5,000 UK school children. We show that the prediction of educational achievement from both GPS and SES increases steadily throughout the school years. Using latent growth curve models, we find that GPS and SES not only predict educational achievement in the first grade but they also account for systematic changes in achievement across the school years. At the end of compulsory education at age 16, GPS and SES, respectively, predict 14% and 23% of the variance of educational achievement. Analyses of the extremes of GPS and SES highlight their influence and interplay: In children who have high GPS and come from high SES families, 77% go to university, whereas 21% of children with low GPS and from low SES backgrounds attend university. We find that the associations of GPS and SES with educational achievement are primarily additive, suggesting that their joint influence is particularly dramatic for children at the extreme ends of the distribution.
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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.