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Predicting educational achievement from DNA

Selzam, S. and Krapohl, E. and von Stumm, S. and O'Reilly, P. F. and Rimfeld, K. and Kovas, Y. and Dale, P. S. and Lee, J. J. and Plomin, R. (2017) Predicting educational achievement from DNA. Molecular Psychiatry, 22 (2). pp. 267-272. ISSN 1359-4184

Full text not available from this repository.
Identification Number: 10.1038/mp.2016.107

Abstract

A genome-wide polygenic score (GPS), derived from a 2013 genome-wide association study (N=127,000), explained 2% of the variance in total years of education (EduYears). In a follow-up study (N=329,000), a new EduYears GPS explains up to 4%. Here, we tested the association between this latest EduYears GPS and educational achievement scores at ages 7, 12 and 16 in an independent sample of 5825 UK individuals. We found that EduYears GPS explained greater amounts of variance in educational achievement over time, up to 9% at age 16, accounting for 15% of the heritable variance. This is the strongest GPS prediction to date for quantitative behavioral traits. Individuals in the highest and lowest GPS septiles differed by a whole school grade at age 16. Furthermore, EduYears GPS was associated with general cognitive ability (~3.5%) and family socioeconomic status (~7%). There was no evidence of an interaction between EduYears GPS and family socioeconomic status on educational achievement or on general cognitive ability. These results are a harbinger of future widespread use of GPS to predict genetic risk and resilience in the social and behavioral sciences.

Item Type: Article
Official URL: https://www.nature.com/mp
Additional Information: © 2017 The Authors © CC BY 4.0
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Q Science > QH Natural history > QH426 Genetics
Sets: Departments > Psychological and Behavioural Science
Date Deposited: 13 Feb 2018 11:37
Last Modified: 13 Feb 2018 11:37
URI: http://eprints.lse.ac.uk/id/eprint/86762

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