School quality does not moderate genetic and shared-environmental influences on educational performance once moderation by school SES and parental SES is considered¶

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? In the final ACE-moderation model including school quality, school SES, and parental SES, no moderation effects of school quality on genetic or environmental variance remain. → 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

ACE-moderation analysis (Model 4, Table 2) of Cito scores for 18,384 same-sex and 11,050 opposite-sex twin pairs, with parental SES added as moderator. The previously significant genetic moderation by school quality disappears: "we find no evidence for moderation effects of school quality anymore".

"When this is considered, we find no evidence for moderation effects of school quality anymore (Fig. 1c)."

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• The gene-environment interplay in Dutch educational performance is an SES composition effect rather than a school quality effect — a broader claim this one bears on
• Non-parametric moderation analyses show more genetic variance in the lowest-quality schools, with only the first-versus-fourth quantile difference statistically significant — related
• 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 — related
• Genetic and environmental variance components of educational achievement decrease with increasing parental SES — related
• Educational achievement is highly heritable, and the common environmental variance is attributable to SES effects — related
• Genetic variance in educational performance decreases with increasing school SES, partly independent of parental SES — related
• Non-shared environmental variance in educational performance decreases with increasing school SES, but this moderation appears attributable to parental SES — related
• School quality is positively but weakly associated with Cito performance (b = 0.61, β = 0.06), much more weakly than parental SES (b = 2.89, β = 0.30) — 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
• Twin and adoption studies suggest that 50–80% of IQ variation is due to genetic differences, with the range reflecting population heritability — 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
• High heritability does not imply that environmental interventions to modify a trait are doomed to failure — related