This new study between Karolinska Institutet and the Radboud University Medical Center and Vrije University in Holland focused on how months of schooling related to intelligence in 6567 children (aged 9-11), taking into account factors such as socioeconomic status (SES) and cognitive ability.
Notably, two years of schooling had a larger effect on intelligence than the lifetime consequences, since birth, of socioeconomic status (SES) or cognitive (cogPGS) based inequalities. However, schooling showed no interaction with cognitive ability (cogPGS) or socioeconomic status (SES) for the three intelligence domains tested. While schooling had strong main effects on intelligence, it did not lessen, nor widen the impact of these preexisting SES or genetic factors.
Schooling substantially improves intelligence, but neither lessens nor widens the impacts of socioeconomics and genetic.