Moderation findings are sensitive to the assumed genetic relatedness of same-sex twins: no school-quality moderation at rSSG 0.75 or 0.80, and the gene-SES moderation holds at 0.75 but not 0.80¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Robustness checks with rSSG = 0.75 and 0.80 replicate the absence of school-quality moderation, but the negative gene-SES moderation remains significant only at rSSG = 0.75. → Kim Stienstra 2024

Evidence¶

Kim Stienstra 2024¶

Kim Stienstra, Antonie Knigge & Ineke Maas. (2024). Gene-environment interaction analysis of school quality and educational inequality. npj Science of Learning. https://doi.org/10.1038/s41539-024-00225-x

q2 · i? · associational · r3

Auxiliary analyses re-estimating the ACE-moderation models under alternative assumed genetic relatedness of same-sex twins (rSSG = 0.75 and 0.80; Fig. 2, Supplementary Appendix A). The article reports "we still find no moderation of genetic and shared environmental variance by school quality", while the gene-SES moderation holds at 0.75 but not 0.80.

"When controlling for parental SES t his negative moderation remains statistically signi ficant and substantial when rSSG = 0.75 is used (as was the case for our main results using rSSG =0 . 7 0 ) ,b ut n ot if rSSG =0 . 8 0i s used."

Discussion¶

Related Claims¶

• The gene-environment interplay in Dutch educational performance is an SES composition effect rather than a school quality effect — related
• Non-parametric moderation analyses show more genetic variance in the lowest-quality schools, with only the first-versus-fourth quantile difference statistically significant — related
• In Dutch twin data, 61–91% of variance in Cito educational performance is attributable to genetic variance, 0–15% to shared environmental and 9–24% to non-shared environmental variance, depending on the assumed genetic relatedness of same-sex twins — related
• School quality does not moderate genetic and shared-environmental influences on educational performance once moderation by school SES and parental SES is considered — related
• Genetic variance in educational performance decreases with increasing school SES, partly independent of parental SES — 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