Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them

Smith Woolley, Emily, Pingault, Jean-Baptiste, Selzam, Saskia et al. (9 more authors) (2018) Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them. npj Science of Learning. 3. ISSN 2056-7936

Abstract

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Authors/Creators:
  • Smith Woolley, Emily
  • Pingault, Jean-Baptiste
  • Selzam, Saskia
  • Rimfeld, Kaili
  • Krapohl, Eva
  • von Stumm, Sophie
  • Asbury, Kathryn ORCID logo https://orcid.org/0000-0003-0011-457X
  • Dale, Philip S.
  • Young, Toby
  • Allen, Rebecca
  • Kovas, Yulia
  • Plomin, Robert
Copyright, Publisher and Additional Information: Funding Information: We gratefully acknowledge the ongoing contribution of the participants in the Twins Early Development Study (TEDS) and their families. TEDS is supported by a programme grant to R.P. from the UK Medical Research Council (MR/M021475/1 and previously G0901245), with additional support from the US National Institutes of Health (AG046938). The research leading to these results has also received funding from the European Research Council under the European Union's Seventh Frame-work Programme (FP7/2007-2013)/ grant agreement n° 602768 and ERC grant agreement n° 295366. RP is supported by a Medical Research Council Professorship award (G19/2). S.S. is supported by the MRC/IoPPN Excellence Award and by the EU Framework Programme 7 (602768). E.K. and K.R. were supported by a Medical Research Council studentship. S.v.S. is supported by a Jacobs Foundation Research Fellowship award (2017–2019). Y.K. is supported by the Tomsk State University competitiveness improvement programme grant 8.1.09.2017. J.B.P. is a fellow of MQ: Transforming Mental Health (MQ16IP16). Publisher Copyright: © 2018, The Author(s). Copyright: Copyright 2021 Elsevier B.V., All rights reserved.
Keywords: educational achievement, genetics, polygenic score, selection, intelligence
Dates:
  • Accepted: 9 February 2018
  • Published: 23 March 2018
Institution: The University of York
Academic Units: The University of York > Faculty of Social Sciences (York) > Education (York)
Depositing User: Pure (York)
Date Deposited: 29 Mar 2018 12:40
Last Modified: 06 Dec 2023 12:09
Published Version: https://doi.org/10.1038/s41539-018-0019-8
Status: Published
Refereed: Yes
Identification Number: https://doi.org/10.1038/s41539-018-0019-8
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