As Genetic Data Expand, Researchers Urge Caution in How Predictors of Learning and Education Outcomes Are Used
American Educational Research Association (AERA)In a review published online today in AERA Open, a peer-reviewed journal of the American Educational Research Association, researchers from Stanford University and the University of Cambridge warn that—as the predictive power of genes tied to learning and educational outcomes increases and access to genetic data expands—researchers, educators, and policymakers must be cautious in how they use such data, interpret related findings, and, in the not-too-distant future, apply genetics-informed student interventions.