This study examined whether differences in literacy and numeracy achievement were related to attendance at public or private schools in a sample of 2762 Australian students in grades 3, 5, 7 and 9. Private school students outperformed their public school counterparts in grades 7 and 9, but the small differences disappeared after socioeconomic status and prior achievement were included as covariates. No advantage of attendance at private schools was evident in grades 3 and 5. An exploratory longitudinal analysis showed that students in both school sectors have similar growth trajectories in reading and numeracy from grade 3 through 9. Neoliberal government policies that support the continued high level of investment in private schools in Australia and elsewhere are discussed.

Decades of educational genetics research has highlighted that differences in academic achievement are partly explained by genetic variation between individuals. Consequently, there is ongoing discussion about whether genetic influences on educationally-related traits should be more widely acknowledged in schools and communicated specifically to teachers. Nonetheless, there is little research on how teachers might interpret such information, and how it might alter their perceptions of the students they teach, or their teaching practice. In this review we draw on the mixed blessings model proposed by Haslam and Kvaale (2015) as a framework for defining both positive and negative repercussions of disseminating the findings of educational genetic research to teachers. We discuss research examining teacher perceptions of student ability and behavior, and findings outlining perceptions of psychological disorders when genetic explanations are invoked. We conclude by proposing new directions for research designed to better understand interpretations of genetic information in school contexts.