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Correlation between cognitive ability and educational attainment weakens over birth cohorts.
Arno Van Hootegem1, Ole Røgeberg2, Bernt Bratsberg2
1Department of Sociology and Human Geography, University of Oslo, 0349, Oslo, Norway. a.van.hootegem@sosgeo.uio.no.
Scientific Reports
|October 18, 2023
Summary
The link between cognitive ability and educational attainment has weakened over time in Norway. This study suggests educational expansion may be altering the meritocratic nature of society.
Area of Science:
- Sociology
- Economics
- Educational Psychology
Background:
- Educational attainment is a crucial measure of social status and opportunity.
- The impact of educational expansion on the cognitive ability-educational attainment link remains unclear.
- Societies increasingly aim for meritocracy, where success is based on ability.
Purpose of the Study:
- To investigate the correlation between cognitive ability and educational attainment.
- To analyze changes in this correlation across male birth cohorts in Norway over four decades.
- To understand how educational expansion influences the relationship between cognitive skills and educational outcomes.
Main Methods:
- Utilized longitudinal administrative register data from Norway.
- Examined multiple measures of educational attainment.
- Analyzed the association between cognitive abilities and educational attainment across birth cohorts.
Main Results:
- A consistent decline in the correlation between cognitive ability and educational attainment was observed over time.
- The strength of the relationship between cognitive skills and educational success has diminished.
- Findings indicate a weakening link between innate abilities and educational achievement.
Conclusions:
- The assumed shift towards meritocracy in education systems is questioned.
- Educational expansion has led to a more complex relationship between cognitive ability and educational attainment.
- The study highlights potential changes in how cognitive abilities translate into educational success.
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