Pathways Between a Polygenic Score for Educational Attainment and Higher Educational Attainment in an African American Sample.

ABSTRACT: We investigated the extent to which performance on standardized achievement tests, executive function (EF), and aggression in childhood and adolescence accounted for the relationship between a polygenic score for educational attainment (EA PGS) and years of education in a community sample of African Americans. Participants (N = 402; 49.9% female) were initially recruited for an elementary school-based prevention trial in a Mid-Atlantic city and followed into adulthood. In first and twelfth grade, participants completed math and reading standardized tests and teachers reported on participants' aggression and EF, specifically impulsivity and concentration problems. At age 20, participants reported on their years of education and post-secondary degrees attained and their genotype was assayed

SUBMITTER: Rabinowitz JA 

PROVIDER: S-EPMC6942631 | biostudies-literature | 2020 Jan

REPOSITORIES: biostudies-literature