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Erscheinungsjahr: 
2025
Schriftenreihe/Nr.: 
EGC Discussion Papers No. 1114
Verlag: 
Yale University, Economic Growth Center, New Haven, CT
Zusammenfassung: 
We evaluate impacts heterogeneity of an Early Childhood Intervention, with respect to the Educational Attainment Polygenic Score (EA4 PGS) constructed from DNA data based on GWAS weights from a European population. We find that the EA4 PGS is predictive of several measures of child development, mother's IQ and, to some extent, educational attainment. We also show that the impacts of the intervention are significantly greater in children with low PGS, to the point that the intervention eliminates the initial genetic disadvantage. Lastly, we find that children with high PGS attract more parental stimulation; however, the latter increases more strongly in children with low PGS.
Schlagwörter: 
GxE interactions
Early Childhood Development
Stimulation Programs
JEL: 
C21
J13
I24
Dokumentart: 
Working Paper

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