Shakeshaft, Nicholas G., Trzaskowski, Maciej, McMillan, Andrew, Rimfeld, Kaili, Krapohl, Eva, Haworth, Claire M. A., Dale, Philip S. and Plomin, Robert (2013) Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16. PLoS One, Volume 8 (Number 12). Article number e80341. doi:10.1371/journal.pone.0080341 ISSN 1932-6203.

Preview

Text WRAP_Haworth_pone.0080341.pdf - Published Version Available under License Creative Commons Attribution. Download (290Kb) | Preview

Request Changes to record.

Abstract

We have previously shown that individual differences in educational achievement are highly heritable in the early and middle school years in the UK. The objective of the present study was to investigate whether similarly high heritability is found at the end of compulsory education (age 16) for the UK-wide examination, called the General Certificate of Secondary Education (GCSE). In a national twin sample of 11,117 16-year-olds, heritability was substantial for overall GCSE performance for compulsory core subjects (58%) as well as for each of them individually: English (52%), mathematics (55%) and science (58%). In contrast, the overall effects of shared environment, which includes all family and school influences shared by members of twin pairs growing up in the same family and attending the same school, accounts for about 36% of the variance of mean GCSE scores. The significance of these findings is that individual differences in educational achievement at the end of compulsory education are not primarily an index of the quality of teachers or schools: much more of the variance of GCSE scores can be attributed to genetics than to school or family environment. We suggest a model of education that recognizes the important role of genetics. Rather than a passive model of schooling as instruction (instruere, ‘to build in’), we propose an active model of education (educare, ‘to bring out’) in which children create their own educational experiences in part on the basis of their genetic propensities, which supports the trend towards personalized learning.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Faculty of Science, Engineering and Medicine > Science > Psychology
Library of Congress Subject Headings (LCSH):	Academic achievement, Personality and academic achievement, Genetics -- Research
Journal or Publication Title:	PLoS One
Publisher:	Public Library of Science
ISSN:	1932-6203
Official Date:	11 December 2013
Dates:	Date Event 11 December 2013 Published
Volume:	Volume 8
Number:	Number 12
Article Number:	Article number e80341
DOI:	10.1371/journal.pone.0080341
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
Date of first compliant deposit:	26 December 2015
Date of first compliant Open Access:	26 December 2015
Funder:	Medical Research Council (Great Britain) (MRC), National Institutes of Health (U.S.) (NIH), British Academy (BA), European Research Council (ERC)
Grant number:	G0901245, G0500079, G19/2 (MRC) ; HD044454; HD059215 (NIH) ; 295366 (ERC)

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads