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Appendix S1. Description of methods. Table S1. Descriptive statistics. Means (standard deviations in parentheses) for educational achievement. Table S2. Twin intraclass correlations and model fitting results for univariate analyses of additive genetic (A), shared environmental (C), and non‐shared environmental (E) components of variance for educational achievement (95% confidence intervals in parentheses). Table S3. Phenotypic correlations and proportion of phenotypic correlations explained by A, C, E between teacher ratings versus exam performance across compulsory education and GCSE exam grade at the end of compulsory education (95% confidence intervals). Table S4‐S6. Hierarchical regression analyses investigating the prediction from KS1, KS2 and KS3 teacher‐rated achievement and test scores to GCSE scores, A‐level results, and university enrolment. Table S7‐S15. Trivariate Cholesky decomposition estimating the aetiology of the association between teacher ratings (A1, C1 and E1), test scores (A2, C2 and E2) and GCSE scores, A‐level results, and university enrolment. Figure S1. Trivariate Cholesky decomposition. Figure S2. Phenotypic correlations between teacher ratings and exam performance in English, mathematics and science, when randomly choosing the other half of the sample that was not included in the main phenotypic analyses as presented in Figure 2. Figure S3. Phenotypic variance explained in GCSE exam performance, A‐level exam performance and enrolment in a university or college course by teacher ratings in the first step of a hierarchical regression and test scores in the second step at KS1, KS2 and KS3, when randomly choosing the other half of the sample that was not included in the main phenotypic analyses as presented in Figure 3. Figure S4. Phenotypic variance explained in GCSE exam performance, A‐level exam performance and enrolment in a university or college course by test scores in the first step of a hierarchical regression and teacher grades in the second step at KS1, KS2 and KS3. Figure S5. Variance explained in the heritability of GCSE exam performance, A‐level exam performance and enrolment to university/college course by the heritabilities of exam performance and teacher ratings in compulsory school years (Cholesky decomposition path a3,1 and a3,2; see Figure S1).