Genetic and Socioeconomic Achievement Gaps in Elementary School

Mikkel Aagaard Houmark (), Victor Ronda (), Esben Agerbo (), Preben Bo Mortensen () and Michael Rosholm
Additional contact information
Mikkel Aagaard Houmark: Aarhus University
Victor Ronda: Aarhus University
Esben Agerbo: Aarhus University
Preben Bo Mortensen: Aarhus University

No 15418, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: Socioeconomic (SES) 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 (PGS) for educational attainment. The genetic gap increases during elementary school, but only among the low SES children. Consequently, the high PGS children experience the largest achievement growth over the school years, even if they are born in socioeconomic disadvantage. While the SES gaps are partly due to selection into different environments, the high PGS children are simply better at extracting resources from a given environment because of higher conscientiousness and other predispositions.

Keywords: child development; academic achievement; genetics; ses gaps; elementary schools; public investments; iPSYCH (search for similar items in EconPapers)
JEL-codes: D10 I24 I26 J24 (search for similar items in EconPapers)
Pages: 42 pages
Date: 2022-07
New Economics Papers: this item is included in nep-edu and nep-ure
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Citations: View citations in EconPapers (2)

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