AUSTRALIA: New research suggests genes are more important in explaining differences in academic performance than teachers and schools. [archive]

The research will shortly be published in full, with much of the peer review process complete. Some parts of the study have already been published. [archived]

Byrne and his colleagues were allowed access to around 3000 sets of twins and were able to look at their academic performance in literacy and numeracy NAPLAN tests in years 3, 5, 7 and 9. . . . Families, teachers and schools had a much more modest contribution when explaining the difference in academic performance of children in the same grade or class.

The majority of difference between students’ abilities in literacy and numeracy were instead attributable to their genetic make-up. Writing skills were the least influenced by genetics – only about 50 per cent. Genetic influences on reading, spelling and mathematics abilities were found to be between 50-75 per cent.

The findings back up earlier research [archive] done in the UK.

Earlier: Genes influence academic ability across all subjects, latest study shows.