0 Members and 1 Guest are viewing this topic.
To date, however, few if any robust associations between specific genetic variants and social-scientific outcomes have been identified likely because existing work has relied on samples that are too small.
Estimates suggest that around 40% of the variance in educational attainment is explained by genetic factors.
Political biases can distort reports like this in either direction. It is easy to show (with biased arguments) that educational outcomes are almost 100% genetic or 100% environmental.
If you look at it in the context of UK eduction policy post-1945 to late 1960s it makes sense. At secondary level there were supposedly Grammar schools, Technical schools and Secondary Moderns. Children were selected for these at age 11. Kids at Grammar School got by far the best education, but no more than 25% of children were allowed in. My Secondary Moderns were academically crap. This was all justified on the grounds that only the best could benefit from a good education because they had better natural ability. That, and constant attempts to justify IQ as some kind of natural variation with a 'Bell curve', normal distribution. It was like an echo of 'The Mismeasure of Man' ...sorry, you cannot view external links. To see them, please
REGISTER or LOGIN
aggregate effects of common SNPs explain 22-46% of phenotypic variation in childhood intelligence