Grammar school ‘has no effect on achievement – it is down to genes’

WHILE the exam results of grammar school students speak for themselves, a new study has found that the schools themselves have virtually no bearing on academic success.

Researchers at King’s College London (KCL) examined the genetic differences between students who attend selective and non-selective schools, then analysed their GCSE results. They found that children who attend grammar or private schools are more likely to do well in exams – but this is largely down to their genes, rather than their school environment.

The study, published in the journal NPJ Science of Learning, suggests that the type of school a child goes to has little impact on their academic achievement by the age of 16.

Emily Smith-woolley, the lead author of the paper, said: “Our study suggests that for educational achievement there appears to be little added benefit from attending selective schools. While schools are crucial for academic achievement, the type of school appears less so.”

She added that teachers and schools should be more open to discussing the role of genetics, and the effects they have on educational attainment.

Prof Robert Plomin, another of the paper’s authors, said that genetics should be included in teacher training. Researchers analysed data of more than 4,000 students in England and Wales, which included the students’ genotype, their family socio-economic status, academic ability, achievement at 11, school type and GCSE results.

Ms Smith-woolley, a researcher at KCL’S Institute of Psychiatry, Psychology and Neuroscience, said that even if selective schools have little impact on a pupil’s overall GCSE results, they may benefit children in other ways in the long term. “Although school type appears to have little impact on achievement at GCSE level, there are many reasons why parents may opt to send their children to selective schools,” she said.

“Future research is needed to identify if school type makes a difference in other outcomes, such as university and career success.”

Selective schools are often more likely to be better resourced, attract better teachers, and place a heavier emphasis on extra-curricular activities such as debating, drama and sports.

‘For academic achievement, there appears to be little added benefit from attending selective schools’