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Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic
Emily Smith-Woolley1, Jean-Baptiste Pingault1,2, Saskia Selzam1
1King's College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, London, SE5 8AF UK.
NPJ Science of Learning
|January 12, 2019
Summary
Genetic differences in educational attainment exist between students in selective and non-selective schools. However, these differences are explained by the heritable traits used for pupil selection, not the school type itself.
Area of Science:
- Behavioral Genetics
- Educational Psychology
- Sociogenomics
Background:
- Students in selective schools generally outperform those in non-selective schools on national exams.
- Performance differences are often attributed to school value-added and selection factors like ability and socioeconomic status.
- The role of genetic differences between students in different school types has not been previously explored.
Purpose of the Study:
- To investigate genetic differences, using a genome-wide polygenic score (GPS) for years of education (EduYears), between students in UK state-funded non-selective, state-funded selective (grammar), and private schools.
- To examine the relationship between these genetic differences and exam performance at age 16.
- To determine if genetic differences persist after accounting for pupil selection factors.
Main Methods:
- Utilized a UK-representative sample of 4814 genotyped students.
- Created an EduYears GPS from a genome-wide association study.
- Analyzed genetic differences and exam performance across non-selective, grammar, and private school types, controlling for selection factors.
Main Results:
- Substantial mean genetic differences in EduYears GPS were found between school types; non-selective schools had lower scores than grammar and private schools.
- A higher proportion of students in the top EduYears GPS decile attended selective schools compared to the bottom decile.
- After controlling for pupil selection factors, significant genetic differences between school types disappeared, and school type's explained variance in exam scores dropped from 7% to <1%.
Conclusions:
- Observed genetic and exam performance differences between school types are primarily explained by the heritable characteristics influencing pupil admission.
- The study highlights the role of genetic predispositions in educational pathways and school selection.
- School type itself does not appear to be a primary driver of genetic or performance disparities once selection criteria are accounted for.
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