Viewing education policy through a genetic lens

Kathryn Asbury, Jonathan Wai

Research output: Contribution to journalArticlepeer-review


This paper introduces a literature from outside the field of education research and
policy that we argue has potential to enhance both policy and practice. This field,
behavioral genetics, has amassed highly replicable findings spanning more than half a century. Although no necessary policy implications follow from the evidence we review here, taking a ‘genetic lens’ may offer education researchers and policy-makers an opportunity to look at existing research in a fresh way; and to ask new questions and design new solutions. Incorporating evidence from behavioral genetics into interpretations of education and policy data can help researchers and decision makers better understand why some education policies have worked while others have not, and inform broader discussions of equality, fairness, and disadvantage in education
Original languageEnglish
Number of pages15
JournalJournal of School Choice
Early online date19 Dec 2019
Publication statusE-pub ahead of print - 19 Dec 2019

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