Genetic and Socioeconomic Achievement Gaps in Elementary School
研究发现，基于多基因评分衡量的遗传差异与基于社会经济地位的成就差距模式相似，且遗传差距在小学阶段扩大，但仅发生在低社会经济地位儿童中。高多基因评分儿童即使出身不利，学业成长也最大。
Abstract Socioeconomic status gaps in academic achievement are well documented. We show that a very similar gap exists with respect to genetic differences measured by a polygenic score for educational attainment. The genetic gap increases during elementary school, but only among low-socioeconomic-status children. Consequently, high-polygenic-score children experience the largest achievement growth over the school years, even if they are born in socioeconomic disadvantage. While the socioeconomic status gap is partly explained by selection into different neighbourhoods and schools, the polygenic score gap is not. However, a higher polygenic score is related to higher conscientiousness and a better subjective learning environment, even conditional on family fixed effects. These findings contribute to our understanding of how genetic and socioeconomic factors interact throughout the educational journey, offering insights for developing more targeted and effective educational interventions.