A large share of the genetic influence on secondary-school attainment is due to genes that did not influence primary-school performance¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? 43% of the genetic impact on attainment comes from genes that influence only attainment, not the end-of-primary-school performance test. → Antonie Knigge 2022
Evidence¶
Antonie Knigge 2022¶
Antonie Knigge, Ineke Maas, Kim Stienstra, Eveline L. de Zeeuw and Dorret I. Boomsma. (2022). Delayed tracking and inequality of opportunity: Gene-environment interactions in educational attainment. npj Science of Learning 7:6. https://doi.org/10.1038/s41539-022-00122-1
q2 · i? · associational · r2
Bivariate Cholesky decomposition for all tracking types together (N = 8847). The article states 57% of the genetic impact on attainment is due to genes that also influence performance and the remaining 43% to genes that influence only attainment, indicating attainment is partly the result of "genetic characteristics that are not captured by the performance test".
"This indicates that educational attainment is for a considerable part the result of genetic characteristics that are not captured by the performance test at the end of primary school."
Discussion¶
Related Claims¶
- The association between delayed tracking and larger genetic influence is driven mostly by reduced primary effects (influences common to performance and attainment), not secondary effects — related
- Delaying definite tracking is associated with a larger genetic influence and a lower shared-environmental influence on secondary educational attainment among Dutch twins — related
- Delaying tracking is associated with a larger genetic influence especially among low-performing students, supporting the compensation hypothesis (H2b) — related
- A Classical Twin Design model of educational attainment in the TwinLife sample estimates shared environmental influence at 43% and additive genetic influence at 34% — related
- Educational achievement is highly heritable, and the common environmental variance is attributable to SES effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
genes-unique-to-attainment-beyond-cito |
title |
A large share of the genetic influence on secondary-school attainment is due to genes that did not influence primary-school performance |
description |
A large share of the genetic influence on secondary-school attainment is due to genes that did not influence primary-school performance |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — antonie-knigge-2022 |
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