The EA-PGI-by-school interaction is stronger for maths and reading than for English¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
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.
q3 i? Estimating the best-fitting model per subject, the standard deviation of EA-PGI slopes between schools was 0.035 for maths, 0.027 for reading, and 0.004 for English. → Rosa Cheesman 2022
Evidence¶
Rosa Cheesman 2022¶
Rosa Cheesman, Nicolai T. Borgen, Torkild H. Lyngstad, Espen M. Eilertsen, Ziada Ayorech, Fartein A. Torvik, Ole A. Andreassen, Henrik D. Zachrisson and Eivind Ystrom. (2022). A population-wide gene-environment interaction study on how genes, schools, and residential areas shape achievement. npj Science of Learning 7:29. https://doi.org/10.1038/s41539-022-00145-8
q3 · i? · associational · r2
Subject-specific re-estimation of Model 3a on the same 23,471-student sample showed the between-school slope SD was "0.035 for maths, 0.027 for reading, and 0.004 for English", indicating the interaction is subject-specific.
"Results indicate that the interaction involves maths and reading more than English. The standard deviation of slopes for the EA-PGI effect between schools was 0.035 for maths, 0.027 for reading, and 0.004 for English."
Discussion¶
Related Claims¶
- Students' EA-PGI interacts with schools such that school differences in achievement are wider among students with lower EA-PGI (compensation, not Scarr-Rowe suppression) — related
- Between-school variation in EA-PGI effects is substantial: the average EA-PGI effect is 0.22 with slope SD 0.034, and variance explained by EA-PGI ranges from ~2% in the weakest-effect schools to ~8% in the strongest — related
- Neighbourhood, district, and municipality variation contributes little to achievement (under 2% of variance collectively) and does not interact with student EA-PGI — related
- Five measured school sociodemographic characteristics do not explain the EA-PGI-by-school interaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pgi-school-interaction-subject-specific |
title |
The EA-PGI-by-school interaction is stronger for maths and reading than for English |
description |
The EA-PGI-by-school interaction is stronger for maths and reading than for English |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rosa-cheesman-2022 |
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