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Higher polygenic scores correspond to growing up in socially advantaged families, while sibling comparisons suggest prior genetic associations may reflect causal effects. 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Author(s) 2015. [http://ero.sagepub.com](http://ero.sagepub.com)  \nPolygenic Influence on Educational Attainment: New Evidence From the National Longitudinal Study of Adolescent to Adult Health  \nBenjamin W. Domingue  \nStanford University  \nDaniel W. Belsky  \nDuke University  \nDalton Conley  \nNew York University  \nKathleen Mullan Harris  \nUniversity of North Carolina, Chapel Hill  \nJason D. Boardman  \nUniversity of Colorado Boulder  \nRecent studies have begun to uncover the genetic architecture of educational attainment. We build on this work using genomewide data from siblings in the National Longitudinal Study of Adolescent to Adult Health (Add Health). We measure the genetic predisposition of siblings to educational attainment using polygenic scores. We then test how polygenic scores are related to social environments and educational outcomes. In Add Health, genetic predisposition to educational attainment is patterned across the social environment. Participants with higher polygenic scores were more likely to grow up in socially advantaged families. Even so, the previously published genetic associations appear to be causal. Among pairs of siblings, the sibling with the higher polygenic score typically went on to complete more years of schooling as compared to their lowerscored co-sibling. We found subtle differences between sibling fixed-effect estimates of the genetic effect versus those based on unrelated individuals.  \nKeywords: polygenic score, educational attainment, Add Health, genetic risk score  \nGenetics and the social sciences have endured a long and troubled partnership. At the beginning of the 20th century, eugenicists—including the father of modern quantitative genetics, R. A. Fisher—used their science to promote politics of racism, classism, and xenophobia (Tabery, 2008) . By the end of 20th century, things were not much better. Publication in 1994 of The Bell Curve was followed by contentious debate over the existence of and biological basis fora racial gradient in intelligence (Devlin, 1997; Neisser et al., 1996) . The 21st century is off to a better start in the form of international collaboration among academic social scientists and geneticists, best embodied by the Social Science Genetic Association Consortium (SSGAC) . The first large-scale endeavor of this group was to apply state-of-the-art methods typically used to hunt for genetic causes of common diseases to investigate the genetics of educational attainment (Rietveld et al., 2013) . The members pooled data on more than 100,000 individuals from 42 different studies. To the  \nsurprise of many in the scientific community, they actually found something. Not only were they able to identify genetic variants that exhibited robust and replicable associations with educational attainment, they were able to construct a genome-wide “polygenic score” for educational attainment that predicted, albeit very weakly, how far an individual was likely to progress in his or her educational career (i.e., total years of schooling and/or whether he or she completed college) .  \nThis breakthrough finding raises an important question for social scientists who study educational attainment: What does a measure of genetic proclivity toward higher levels of educational attainment actually capture? Can one say with confidence that the genetics of educational attainment uncovered in Rietveld et al. (2013) operate independently of the social circumstances into which a child is born? And, if so, what are the mechanisms? That is, what are the personal attributes (e.g., endophenotypes) that develop from a “high  \nCreative Commons CC-BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 3.0 License ([http://www.creativecommons.org/licenses/by-nc/3.0/](http://www.creativecommons.org/licenses/by-nc/3.0/)) which permits non-commercial use, reprod","cbCaijBaJDuZGUo0","https://ap.wps.com/l/cbCaijBaJDuZGUo0","pdf",362982,13,"English","# Introduction\n## Background on genetics and educational attainment\n# Methods and Analysis\n## Sibling fixed-effects design using polygenic scores\n# Findings and Implications\n## Social environment patterns and causal interpretation\n## Comparisons between sibling and unrelated individuals","[{\"question\":\"How does the study measure genetic predisposition to educational attainment?\",\"answer\":\"It uses genomewide data from siblings in Add Health and calculates polygenic scores that represent each sibling’s genetic predisposition to educational attainment.\"},{\"question\":\"What role does the social environment play in the relationship with polygenic scores?\",\"answer\":\"Genetic predisposition is patterned across social environments, with participants with higher polygenic scores more likely to have grown up in socially advantaged families.\"},{\"question\":\"What does the sibling fixed-effects approach add compared with unrelated-individual estimates?\",\"answer\":\"The study reports subtle differences between sibling fixed-effect estimates of the genetic effect and those based on unrelated individuals, highlighting potential biases in between-family comparisons.\"}]","Polygenic Influence on Educational Attainment - New Evidence From the National Longitudinal Study of Adolescent to Adult Health | PDF",1792068252,33]