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

Abstract

On average, students attending selective schools outperform their non-selective counterparts in national exams. These differences are often attributed to value added by the school, as well as factors schools use to select pupils, including ability, achievement and, in cases where schools charge tuition fees or are located in affluent areas, socioeconomic status. However, the possible role of DNA differences between students of different schools types has not yet been considered. We used a UK-representative sample of 4814 genotyped students to investigate exam performance at age 16 and genetic differences between students in three school types: state-funded, non-selective schools (‘non-selective’), state-funded, selective schools (‘grammar’) and private schools, which are selective (‘private’). We created a genome-wide polygenic score (GPS) derived from a genome-wide association study of years of education (EduYears). We found substantial mean genetic differences between students of different school types: students in non-selective schools had lower EduYears GPS compared to those in grammar (d = 0.41) and private schools (d = 0.37). Three times as many students in the top EduYears GPS decile went to a selective school compared to the bottom decile. These results were mirrored in the exam differences between school types. However, once we controlled for factors involved in pupil selection, there were no significant genetic differences between school types, and the variance in exam scores at age 16 explained by school type dropped from 7% to <1%. These results show that genetic and exam differences between school types are primarily due to the heritable characteristics involved in pupil admission.

Can education be personalised using pupils’ genetic data?

“…The usefulness of polygenic scores for educational research has been previously demonstrated for example in assessing the effectiveness of teachers and schools 12,23 ; selection differences between schools 28,29 ; and social mobility over time and space 30 . However, our results demonstrate that while polygenic scores are useful for investigating group differences, they do not provide suitable value for routine use by teachers and schools above phenotypic data to predict a pupil's attainment.…”

The new genetics of intelligence

“…First, children in public and private schools differ in their EA2 GPS scores because private schools select pupils based on genetic differences in intelligence66. Second, intergenerational educational mobility reflects EA2 GPS differences67.…”

Achievement at school and socioeconomic background—an educational perspective

“…The article by Smith-Wooley et al 2 asks whether whether it is the influence of the student socioeconomic background that is the greater influence or whether the parents are passing down intellectually advantageous genes to their offspring. In contrast, the article by van Dongen et al 3 suggests that that it is likely a combination of genetics and socioeconomic background, and they examine the effect of environment on the epigenetic status of genes that are involved in learning and memory.…”