The Experts below are selected from a list of 321 Experts worldwide ranked by ideXlab platform

Jennifer S. Thompson - One of the best experts on this subject based on the ideXlab platform.

  • racial and ethnic stratification in Educational Achievement and attainment
    Review of Sociology, 2003
    Co-Authors: Jennifer S. Thompson
    Abstract:

    ▪ Abstract Understanding racial, ethnic, and immigrant variation in Educational Achievement and attainment is more important than ever as the U.S. population becomes increasingly diverse. The Census Bureau estimates that in 2000, 34% of all youth aged 15–19 were from minority groups; it estimates that by 2025, this will increase to 46% (U.S. Census Bureau 2000). In addition, approximately one in five school-age children reside in an immigrant family (Zhou 1997, Suarez-Orozco & Suarez-Orozco 2001). We provide an overview of recent empirical research on racial, ethnic, and immigrant differences in Educational Achievement and attainment, and we examine some current theories that attempt to explain these differences. We explore group differences in grades, test scores, course taking, and tracking, especially throughout secondary schooling, and then discuss variation in high school completion, transitions to college, and college completion. We also summarize key theoretical explanations used to explain persist...

  • Racial and Ethnic Stratification in Educational Achievement and Attainment
    Annual Review of Sociology, 2003
    Co-Authors: Grace Kao, Jennifer S. Thompson
    Abstract:

    Understanding racial, ethnic, and immigrant variation in Educational Achievement and attainment is more important than ever as the U.S. population becomes increasingly diverse. The Census Bureau estimates that in 2000, 34% of all youth aged 15-19 were from minority groups; it estimates that by 2025, this will increase to 46% (U.S. Census Bureau 2000). In addition, approximately one in five school-age children reside in an immigrant family (Zhou 1997, Suarez-Orozco & Suarez-Orozco 2001). We provide an overview of recent empirical research on racial, ethnic, and immigrant differences in Educational Achievement and attainment, and we examine some current theories that attempt to explain these differences. We explore group differences in grades, test scores, course taking, and tracking, especially throughout secondary schooling, and then discuss variation in high school completion, transitions to college, and college completion. We also summarize key theoretical explanations used to explain persistent differences net of variation in socioeconomic status, which focus on family and cultural beliefs that stem from minority group and class experiences. Overall, there are many signs of optimism. Racial and ethnic gaps in Educational Achievement and attainment have narrowed over the past three decades by every measure available to social scientists. Educational aspirations are universally high for all racial and ethnic groups as most adolescents expect to go to college. However, substantial gaps remain, especially between less advantaged groups such as African Americans, Hispanics, and Native Americans and more advantaged groups such as whites and Asian Americans. The racial and ethnic hierarchy in Educational Achievement is apparent across varying measures of the academic experience.

Eveline L. De Zeeuw - One of the best experts on this subject based on the ideXlab platform.

  • Attention Deficit Hyperactivity Disorder Symptoms and Low Educational Achievement: Evidence Supporting A Causal Hypothesis
    Behavior Genetics, 2017
    Co-Authors: Eveline L. De Zeeuw, Catharina E. M. Van Beijsterveldt, Erik A. Ehli, Eco J. C. De Geus, Dorret I. Boomsma
    Abstract:

    Attention Deficit Hyperactivity Disorder (ADHD) and Educational Achievement are negatively associated in children. Here we test the hypothesis that there is a direct causal effect of ADHD on Educational Achievement. The causal effect is tested in a genetically sensitive design to exclude the possibility of confounding by a third factor (e.g. genetic pleiotropy) and by comparing Educational Achievement and secondary school career in children with ADHD who take or do not take methylphenidate. Data on ADHD symptoms, Educational Achievement and methylphenidate usage were available in a primary school sample of ~10,000 12-year-old twins from the Netherlands Twin Register. A substantial group also had longitudinal data at ages 7–12 years. ADHD symptoms were cross-sectionally and longitudinally, associated with lower Educational Achievement at age 12. More ADHD symptoms predicted a lower-level future secondary school career at age 14–16. In both the cross-sectional and longitudinal analyses, testing the direct causal effect of ADHD on Educational Achievement, while controlling for genetic and environmental factors, revealed an association between ADHD symptoms and Educational Achievement independent of genetic and environmental pleiotropy. These findings were confirmed in MZ twin intra-pair differences models, twins with more ADHD symptoms scored lower on Educational Achievement than their co-twins. Furthermore, children with ADHD medication, scored significantly higher on the Educational Achievement test than children with ADHD who did not use medication. Taken together, the results are consistent with a direct causal effect of ADHD on Educational Achievement.

  • meta analysis of twin studies highlights the importance of genetic variation in primary school Educational Achievement
    Trends in Neuroscience and Education, 2015
    Co-Authors: Eveline L. De Zeeuw, Eco J. C. De Geus, Dorret I. Boomsma
    Abstract:

    Abstract Children differ in their ability to learn what is taught at school. Evidence from twin studies suggests that genetic effects contribute to such differences. The aim of the present study was to systematically review the existing literature, including 61 studies from 11 cohorts, on twin studies of Educational Achievement in primary school children. The meta-analysis estimated heritability, based on up to 5330 MZ and 7084 DZ twin pairs, at 73% for reading, 49% for reading comprehension, 57% for mathematics, 44% for spelling, 64% for language and 66% for Educational Achievement. The importance of genetic effects on Educational Achievement differed between countries. Heritability was consistently high in the Netherlands across Educational domains, while this was not always true for the USA and the UK. It can be concluded that genetic variation is an important contributor to the individual differences in Educational Achievement, with some indication for interaction with country.

  • polygenic scores associated with Educational attainment in adults predict Educational Achievement and adhd symptoms in children
    American Journal of Medical Genetics, 2014
    Co-Authors: Eveline L. De Zeeuw, Catharina E. M. Van Beijsterveldt, Erik A. Ehli, T J Glasner, Meike Bartels, Gareth E Davies, James J Hudziak, Cornelius A Rietveld, Maria M Groenblokhuis, Joukejan Hottenga
    Abstract:

    The American Psychiatric Association estimates that 3 to 7 per cent of all school aged children are diagnosed with attention deficit hyperactivity disorder (ADHD). Even after correcting for general cognitive ability, numerous studies report a negative association between ADHD and Educational Achievement. With polygenic scores we examined whether genetic variants that have a positive influence on Educational attainment have a protective effect against ADHD. The effect sizes from a large GWA meta-analysis of Educational attainment in adults were used to calculate polygenic scores in an independent sample of 12-year-old children from the Netherlands Twin Register. Linear mixed models showed that the polygenic scores significantly predicted Educational Achievement, school performance, ADHD symptoms and attention problems in children. These results confirm the genetic overlap between ADHD and Educational Achievement, indicating that one way to gain insight into genetic variants responsible for variation in ADHD is to include data on Educational Achievement, which are available at a larger scale. © 2014 Wiley Periodicals, Inc.

  • Polygenic scores associated with Educational attainment in adults predict Educational Achievement and ADHD symptoms in children.
    American journal of medical genetics. Part B Neuropsychiatric genetics : the official publication of the International Society of Psychiatric Genetics, 2014
    Co-Authors: Eveline L. De Zeeuw, Catharina E. M. Van Beijsterveldt, Erik A. Ehli, T J Glasner, Meike Bartels, Gareth E Davies, James J Hudziak, Cornelius A Rietveld, Maria M Groen-blokhuis
    Abstract:

    The American Psychiatric Association estimates that 3 to 7 per cent of all school aged children are diagnosed with attention deficit hyperactivity disorder (ADHD). Even after correcting for general cognitive ability, numerous studies report a negative association between ADHD and Educational Achievement. With polygenic scores we examined whether genetic variants that have a positive influence on Educational attainment have a protective effect against ADHD. The effect sizes from a large GWA meta-analysis of Educational attainment in adults were used to calculate polygenic scores in an independent sample of 12-year-old children from the Netherlands Twin Register. Linear mixed models showed that the polygenic scores significantly predicted Educational Achievement, school performance, ADHD symptoms and attention problems in children. These results confirm the genetic overlap between ADHD and Educational Achievement, indicating that one way to gain insight into genetic variants responsible for variation in ADHD is to include data on Educational Achievement, which are available at a larger scale.

Robert Plomin - One of the best experts on this subject based on the ideXlab platform.

  • predicting Educational Achievement from genomic measures and socioeconomic status
    bioRxiv, 2019
    Co-Authors: S Von Stumm, Kaili Rimfeld, Philip S Dale, Emily Smithwoolley, Ziada Ayorech, Andrew Mcmillan, Robert Plomin
    Abstract:

    The two best predictors of children9s Educational Achievement available from birth are parents9 socioeconomic status (SES) and, recently, children9s inherited DNA differences that can be aggregated in genome-wide polygenic scores (GPS). Here we chart for the first time the developmental interplay between these two predictors of Educational Achievement at ages 7, 11, 14 and 16 in a sample of almost 5,000 UK school children. We show that the prediction of Educational Achievement from both GPS and SES increases steadily throughout the school years. Using latent growth curve models, we find that GPS and SES not only predict Educational Achievement in the first grade but they also account for systematic changes in Achievement across the school years. At the end of compulsory education at age 16, GPS and SES respectively predict 14% and 23% of the variance of Educational Achievement. Analyses of the extremes of GPS and SES highlight their influence and interplay: In children who have high GPS and come from high SES families, 77% go to university, whereas 21% of children with low GPS and from low SES backgrounds attend university. We find that the associations of GPS and SES with Educational Achievement are primarily additive, suggesting that their joint influence is particularly dramatic for children at the extreme ends of the distribution.

  • the stability of Educational Achievement across school years is largely explained by genetic factors
    npj Science of Learning, 2018
    Co-Authors: Kaili Rimfeld, Eva Krapohl, Philip S Dale, Margherita Malanchini, Laurie Hannigan, Robert Plomin
    Abstract:

    Little is known about the etiology of developmental change and continuity in Educational Achievement. Here, we study Achievement from primary school to the end of compulsory education for 6000 twin pairs in the UK-representative Twins Early Development Study sample. Results showed that Educational Achievement is highly heritable across school years and across subjects studied at school (twin heritability ~60%; SNP heritability ~30%); Achievement is highly stable (phenotypic correlations ~0.70 from ages 7 to 16). Twin analyses, applying simplex and common pathway models, showed that genetic factors accounted for most of this stability (70%), even after controlling for intelligence (60%). Shared environmental factors also contributed to the stability, while change was mostly accounted for by individual-specific environmental factors. Polygenic scores, derived from a genome-wide association analysis of adult years of education, also showed stable effects on school Achievement. We conclude that the remarkable stability of Achievement is largely driven genetically even after accounting for intelligence.

  • externalizing problems in childhood and adolescence predict subsequent Educational Achievement but for different genetic and environmental reasons
    Journal of Child Psychology and Psychiatry, 2017
    Co-Authors: Gary J Lewis, Kathryn Asbury, Robert Plomin
    Abstract:

    Background Childhood behavior problems predict subsequent Educational Achievement; however, little research has examined the etiology of these links using a longitudinal twin design. Moreover, it is unknown whether genetic and environmental innovations provide incremental prediction for Educational Achievement from childhood to adolescence. Methods We examined genetic and environmental influences on parental ratings of behavior problems across childhood (age 4) and adolescence (ages 12 and 16) as predictors of Educational Achievement at age 16 using a longitudinal classical twin design. Results Shared-environmental influences on anxiety, conduct problems, and peer problems at age 4 predicted Educational Achievement at age 16. Genetic influences on the externalizing behaviors of conduct problems and hyperactivity at age 4 predicted Educational Achievement at age 16. Moreover, novel genetic and (to a lesser extent) nonshared-environmental influences acting on conduct problems and hyperactivity emerged at ages 12 and 16, adding to the genetic prediction from age 4. Conclusions These findings demonstrate that genetic and shared-environmental factors underpinning behavior problems in early childhood predict Educational Achievement in midadolescence. These findings are consistent with the notion that early-childhood behavior problems reflect the initiation of a life-course persistent trajectory with concomitant implications for social attainment. However, we also find evidence that genetic and nonshared-environment innovations acting on behavior problems have implications for subsequent Educational Achievement, consistent with recent work arguing that adolescence represents a sensitive period for socioaffective development.

  • predicting Educational Achievement from dna
    Molecular Psychiatry, 2017
    Co-Authors: Saskia Selzam, Eva Krapohl, S Von Stumm, Paul F Oreilly, Kaili Rimfeld, Yulia Kovas, Philip S Dale, Robert Plomin
    Abstract:

    A genome-wide polygenic score (GPS), derived from a 2013 genome-wide association study (N=127,000), explained 2% of the variance in total years of education (EduYears). In a follow-up study (N=329,000), a new EduYears GPS explains up to 4%. Here, we tested the association between this latest EduYears GPS and Educational Achievement scores at ages 7, 12 and 16 in an independent sample of 5825 UK individuals. We found that EduYears GPS explained greater amounts of variance in Educational Achievement over time, up to 9% at age 16, accounting for 15% of the heritable variance. This is the strongest GPS prediction to date for quantitative behavioral traits. Individuals in the highest and lowest GPS septiles differed by a whole school grade at age 16. Furthermore, EduYears GPS was associated with general cognitive ability (~3.5%) and family socioeconomic status (~7%). There was no evidence of an interaction between EduYears GPS and family socioeconomic status on Educational Achievement or on general cognitive ability. These results are a harbinger of future widespread use of GPS to predict genetic risk and resilience in the social and behavioral sciences.

  • genetic link between family socioeconomic status and children s Educational Achievement estimated from genome wide snps
    Molecular Psychiatry, 2016
    Co-Authors: Eva Krapohl, Robert Plomin
    Abstract:

    Genetic link between family socioeconomic status and children’s Educational Achievement estimated from genome-wide SNPs

Joukejan Hottenga - One of the best experts on this subject based on the ideXlab platform.

  • polygenic scores associated with Educational attainment in adults predict Educational Achievement and adhd symptoms in children
    American Journal of Medical Genetics, 2014
    Co-Authors: Eveline L. De Zeeuw, Catharina E. M. Van Beijsterveldt, Erik A. Ehli, T J Glasner, Meike Bartels, Gareth E Davies, James J Hudziak, Cornelius A Rietveld, Maria M Groenblokhuis, Joukejan Hottenga
    Abstract:

    The American Psychiatric Association estimates that 3 to 7 per cent of all school aged children are diagnosed with attention deficit hyperactivity disorder (ADHD). Even after correcting for general cognitive ability, numerous studies report a negative association between ADHD and Educational Achievement. With polygenic scores we examined whether genetic variants that have a positive influence on Educational attainment have a protective effect against ADHD. The effect sizes from a large GWA meta-analysis of Educational attainment in adults were used to calculate polygenic scores in an independent sample of 12-year-old children from the Netherlands Twin Register. Linear mixed models showed that the polygenic scores significantly predicted Educational Achievement, school performance, ADHD symptoms and attention problems in children. These results confirm the genetic overlap between ADHD and Educational Achievement, indicating that one way to gain insight into genetic variants responsible for variation in ADHD is to include data on Educational Achievement, which are available at a larger scale. © 2014 Wiley Periodicals, Inc.

Gisela Michel - One of the best experts on this subject based on the ideXlab platform.

  • Educational Achievement in swiss childhood cancer survivors compared with the general population
    Cancer, 2012
    Co-Authors: Claudia E Kuehni, Mariepierre F Strippoli, Corina S Rueegg, Cornelia E Rebholz, Eva Bergstraesser, Michael A Grotzer, Nicolas Von Der Weid, Gisela Michel
    Abstract:

    BACKGROUND: The objective of this study was to describe Educational Achievements of childhood cancer survivors in Switzerland compared with the general population. In particular, the authors investigated Educational problems during childhood, final Educational Achievement in adulthood, and its predictors. METHODS: Childhood cancer survivors who were aged <16 years at diagnosis from 1976 to 2003 who had survived for ≥5 years and were currently ages 20 to 40 years received a postal questionnaire during 2007 to 2009. Controls were respondents of the Swiss Health Survey ages 20 to 40 years. Educational Achievement included compulsory schooling, vocational training, upper secondary schooling, and university degree. The analysis was weighted to optimize comparability of the populations. The authors analyzed the association between demographic and clinical predictors and Educational Achievement using multivariable logistic regression. Subgroup analyses focused on survivors aged ≥27 years. RESULTS: One-third of survivors encountered Educational problems during schooling (30% repeated 1 year, and 35% received supportive tutoring). In the total sample, more survivors than controls achieved compulsory schooling only (8.7% vs 5.2%) and fewer acquired a university degree (7.3% vs 11%), but more survivors than controls achieved an upper secondary education (36.1 vs 24.1%). In those aged ≥27 years, differences in compulsory schooling and university education largely disappeared. In survivors and controls, sex, nationality, language region, and migration background were strong predictors of Achievement. Survivors of central nervous system tumors or those who had a relapse had poorer outcomes (P < .05). CONCLUSIONS: Childhood cancer survivors encountered problems during schooling and completed professional education with some delay. However, with the exception of patients who had central nervous system tumors and those who experienced a relapse, the final Educational Achievement in survivors of child cancer was comparable to that of the general population. Cancer 2012;. © 2011 American Cancer Society.

  • Educational Achievement in Swiss childhood cancer survivors compared with the general population
    Cancer, 2011
    Co-Authors: Claudia E Kuehni, Mariepierre F Strippoli, Corina S Rueegg, Cornelia E Rebholz, Eva Bergstraesser, Michael A Grotzer, Nicolas Von Der Weid, Gisela Michel
    Abstract:

    BACKGROUND: The objective of this study was to describe Educational Achievements of childhood cancer survivors in Switzerland compared with the general population. In particular, the authors investigated Educational problems during childhood, final Educational Achievement in adulthood, and its predictors. METHODS: Childhood cancer survivors who were aged