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• W285356645 abstract "We demonstrate how genetically informed designs can be applied to administrative exam data to study academic achievement. ACE mixture latent class models have been used with Year 6 and 9 exam data for seven cohorts of Polish students which include 24,285 pairs of twins. Depending on a learning domain and classroom environment history, from 58% to 88% of variance in exam results is attributable to heritability, up to 34% to shared environment and from 8% to 15% depends on unique events in students' lives. Moreover, between 54% and 66% of variance in students' learning gains made between Years 6 and 9 is explained by heritability. The unique environment accounts for between 34% and 46% of that variance. However, we find no classroom effects on student progress made between Years 6 and 9. We situate this finding against the view that classroom peer groups and teachers matter for adolescent learning." @default.
• W285356645 created "2016-06-24" @default.
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• W285356645 date "2015-09-01" @default.
• W285356645 modified "2023-09-30" @default.
• W285356645 title "Heritability, family, school and academic achievement in adolescence" @default.
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• W285356645 doi "https://doi.org/10.1016/j.ssresearch.2015.05.005" @default.
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