Of course, poor kids can still soar in school, and rich ones can flunk out, but few would deny that money is a powerful influence on people’s futures. Now, consider that household income explains just 7 percent of the variation in educational attainment, which is less than what genes can now account for. “Most social scientists wouldn’t do a study without accounting for socioeconomic status, even if that’s not what they’re interested in,” says Harden. The same ought to be true of our genes.
“Education needs to start taking these developments very seriously,” says Kathryn Asbury from the University of York, who studies education and genetics. “Any factor that can explain 11 percent of the variance in how a child performs in school is very significant and needs to be carefully explored and understood.”
The researchers are to the point:
What policy lessons or practical advice do you draw from this study?
None whatsoever. Any practical response—individual or policy-level—to this or similar research would be extremely premature and unsupported by the science.