The behaviour-genetics of NAPLAN data: Increasing power for complex analyses

这项对国家评估方案-识字和算术（NAPLAN）在3、5、7和9年级的结果进行的纵向行为遗传研究将继续记录基因和环境因素对学校成绩个体差异的影响。其目的是加强数据的纵向方面，使该项目能够确定国家行动计划七个学年的稳定和变化的来源。它还旨在增加分数分布的低尾和高尾的数量，从而更清楚地了解阅读障碍和计算障碍等缺陷，并允许更坚定地识别基因与环境的相互作用。该项目旨在进一步阐明学校和教师在学生成绩方面的任何不同效力，这是一个公众高度关注的话题。

This longitudinal behaviour-genetic study of the National Assessment Program – Literacy and Numeracy (NAPLAN) results at Grades 3, 5, 7 and 9 will continue to document the influence of genes and environmental factors on individual differences in school achievement. It aims to strengthen the longitudinal aspects of the data, allowing the project to identify sources of stability and change across the seven school years of the NAPLAN. It also aims to increase numbers in the low and high tails of the score distributions, creating a clearer picture of deficits like dyslexia and dyscalculia, and allow for firmer identification of gene-by-environment interactions. The project aims to further illuminate any differential effectiveness of schools and teachers on student outcomes, a topic of high public interest.