TY - JOUR
T1 - Cross-national differences in socioeconomic achievement inequality in early primary school
T2 - The role of parental education and income in six countries
AU - Dräger, Jascha
AU - Washbrook, Elizabeth
AU - Schneider, Thorsten
AU - Akabayashi, Hideo
AU - Keizer, Renske
AU - Solaz, Anne
AU - Waldfogel, Jane
AU - Rie, Sanneke De la
AU - Kameyama, Yuriko
AU - Kwon, Sarah Jiyoon
AU - Nozaki, Kayo
AU - Casoni, Valentina Perinetti
AU - Sano, Shinpei
AU - Sheridan, Alexandra
AU - Shikishima, Chizuru
PY - 2024/12/2
Y1 - 2024/12/2
N2 - This paper presents comparative information on the socioeconomic status (SES) gradients in literacy skills at age 6-8, drawing on harmonized national datasets from France, Germany, Japan, the Netherlands, the United Kingdom, and the United States. We investigate whether understanding of comparative SES gradients in early-to-mid childhood depends on the operationalization of SES (parental education, income, or both); and whether differences in inequalities at the end of lower secondary schooling documented in international large-scale assessments are already present when children have experienced at most two years of formal compulsory schooling. We find marked differences in the SES gradient in early achievement across countries that are largely insensitive to the way SES is measured, and that seem to mirror inequalities reported for older students. We conclude that country context shapes the link between parental SES and children’s educational achievement, with country differences rooted in the early childhood period.
AB - This paper presents comparative information on the socioeconomic status (SES) gradients in literacy skills at age 6-8, drawing on harmonized national datasets from France, Germany, Japan, the Netherlands, the United Kingdom, and the United States. We investigate whether understanding of comparative SES gradients in early-to-mid childhood depends on the operationalization of SES (parental education, income, or both); and whether differences in inequalities at the end of lower secondary schooling documented in international large-scale assessments are already present when children have experienced at most two years of formal compulsory schooling. We find marked differences in the SES gradient in early achievement across countries that are largely insensitive to the way SES is measured, and that seem to mirror inequalities reported for older students. We conclude that country context shapes the link between parental SES and children’s educational achievement, with country differences rooted in the early childhood period.
U2 - 10.31235/osf.io/hzpwm
DO - 10.31235/osf.io/hzpwm
M3 - Article (Academic Journal)
SN - 2332-8584
VL - 10
JO - AERA Open
JF - AERA Open
IS - 1
ER -