The education-PGS-by-school-SES interaction on 9th-grade math tracking was not statistically significant¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The positive interaction term suggesting stronger PGS-tracking associations in higher-status schools did not reach statistical significance. → K. Paige Harden 2020

Evidence¶

K. Paige Harden 2020¶

K. Paige Harden, Benjamin W. Domingue, Daniel W. Belsky, Jason D. Boardman, Robert Crosnoe, Margherita Malanchini, Michel Nivard, Elliot M. Tucker-Drob and Kathleen Mullan Harris. (2020). Genetic associations with mathematics tracking and persistence in secondary school. npj Science of Learning. https://doi.org/10.1038/s41539-020-0060-2

q3 · i? · associational · r3

Cumulative link model with PGS-by-school-SES product terms (Supplementary Table 3), reported in Results. Descriptively, a student with education-PGS of +1 had a 33.1% probability of Geometry placement in a high-status school, whereas a low-status-school student would need a PGS of +2.0 for the same probability; equivalence was not tested.

"The interaction term was positive, suggesting that the education-PGS predicted 9th-grade tracking more strongly among students in higher-status schools than in lower-status schools, but this effect was not statistically signi ficant (interaction b = 0.59, SE = 0.291, 95% CI [ −0.007, 1.11]);"

Discussion¶

Related Claims¶

• Higher education polygenic scores predict placement into more advanced 9th-grade math courses, robust to family SES, school SES, and school fixed effects — related
• School SES and education-PGS each predicted completing Calculus without a significant interaction, and even top-2% polygenic-score students rarely took Calculus — related