Cross-national differences in socioeconomic achievement inequality in early primary school: The role of parental education and income in six countries

Jascha Dräger*, Elizabeth Washbrook, Thorsten Schneider, Hideo Akabayashi, Renske Keizer, Anne Solaz, Jane Waldfogel, Sanneke De la Rie, Yuriko Kameyama, Sarah Jiyoon Kwon, Kayo Nozaki, Valentina Perinetti Casoni, Shinpei Sano, Alexandra Sheridan, Chizuru Shikishima

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Number of pages18
JournalAERA Open
Volume10
Issue number1
DOIs
Publication statusPublished - 2 Dec 2024

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