Genetic and Socioeconomic Achievement Gaps in Elementary School

Socioeconomic status 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 for educational attainment. The genetic gap increases during elementary school, but only among low-socioeconomic-status children. Consequently, high-polygenic-score children experience the largest achievement growth over the school years, even if they are born in socioeconomic disadvantage. While the socioeconomic status gap is partly explained by selection into different neighbourhoods and schools, the polygenic score gap is not. However, a higher polygenic score is related to higher conscientiousness and a better subjective learning environment, even conditional on family fixed effects. These findings contribute to our understanding of how genetic and socioeconomic factors interact throughout the educational journey, offering insights for developing more targeted and effective educational interventions.