Is Social Inequality in School-Age Achievement Generated before or during Schooling? A European Perspective
Bibliographic Data
| ID | 7772055 |
|---|---|
| Authors | Giampiero Passaretta (0000-0003-1706-1216, Stockholm University Demography Unit (SUDA), Stockholm University , Stockholm, Sweden, corresponding author), J Skopek (0000-0002-2426-6263, Trinity College Dublin), Thomas Van Huizen (0000-0001-5486-2317, Utrecht University School of Economics, Utrecht University , Utrecht, The Netherlands) |
| Year | 2022 |
| Volume | 38 |
| Issue | 6 |
| Pages | 849-865 |
| Publication date | 2022-12-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Sociological Review (JOURNAL) |
| Journal identifiers | ISSN: 0266-7215 • E-ISSN: 1468-2672 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/esr/jcac005 |
| OpenAlex | W4205780310 |
| Language | EN |
| Citations received | 24 |
| References cited | 42 |
Social gaps in children’s educational achievement emerge early in life and remain stable over schooling. Does social origin constantly shape achievement or is social inequality in school just an echo of inequality settled before schooling? We extend the previous research by studying the origins of social gaps in language achievement among primary-school students in Germany, the Netherlands, and the United Kingdom. Based on dynamic accounts of skill development, we expected social origin to shape school-age achievement not only directly but also indirectly via before-school achievement. Using longitudinal data (Cohort Study on Educational Careers, Millennium Cohort Study, and National Educational Panel Study) and applying an instrumental variable approach, we estimated the extent to which achievement gaps by parental education in school were generated before and during schooling. About 50–80 per cent of language gaps observed at end of primary school were explained by gaps settled before formal schooling in all three countries. Conversely, at most 20–50 per cent of school-age gaps were generated during schooling. These findings suggest that the roots of social inequality in school-age achievement must be sought primarily in processes transpiring before school life starts
Academic achievement · Cohort · Cohort study · Demographic economics · Developmental psychology · Economics · Educational inequality · Inequality · Life course approach · Longitudinal study · Millennium Cohort Study (United States) · Perspective (graphical) · Social inequality · Sociology · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance
Tracing the evolution of preschool’s impact on education over a century
Understanding differences in children’s reading ability by social origin and gender
Estrategias de cuidado infantil de 0 a 3 años en España
The development of inequality during primary education
No Matthew effects and stable SES gaps in math and language achievement growth throughout schooling
Welfare benefit cuts in early childhood and future educational outcomes
A decade of educational research with the German National Educational Panel Study
The association between early childhood education and grade 5 science achievement
Mehrfache Benachteiligung? Kinder mit Einwanderungsgeschichte zwischen familialen Risikolagen und Kita-Nutzung
Facilitators and barriers to policy implementation
Can early schooling at age 2 narrow the gaps in child development? Evidence from the French Elfe cohort
The Intergenerational Transmission of Digital Advantage
Covid-stressed schools struggled to teach mathematics
Parental investment or parenting stress? Examining the links between poverty and child development in Ireland
The progression of achievement gap between immigrant and native-born students from primary to secondary education
Child poverty and academic skills at the national level
Disentangling socioeconomic status effects
Socioeconomic disparities in early language development in two Norwegian samples
Beyond the cradle
Societal language and social skills in preschool dual language learners
The development of host language achievement gaps by migration background during primary school
Does the class composition matter? Social and immigrant class composition in compulsory school and the trajectory to upper-secondary education in Germany and Switzerland
Union dissolution and children's educational achievement
Privatization of preschool education
Do children benefit from universal early childhood education and care? A meta-analysis of evidence from natural experiments
Intelligence
Returns to skills around the world
Origins of Social Immobility and Inequality
Mapping cortical change across the human life span
The Technology of Skill Formation
Socioeconomic disadvantage and child development.
The Effects of Exposure to Better Neighborhoods on Children
The Economics of Human Development and Social Mobility
Socioeconomic Inequality in Children’s Achievement from Infancy to Adolescence
Investing in early human development
Cumulative Advantage as a Mechanism for Inequality
Do Test Score Gaps Grow before, during, or between the School Years? Measurement Artifacts and What We Can Know in Spite of Them
The First 2,000 Days and Child Skills
Inequality in the Early Cognitive Development of British Children in the 1970 Cohort
An Interactionist Perspective on the Socioeconomic Context of Human Development
Are Schools the Great Equalizer? Cognitive Inequality during the Summer Months and the School Year
Does Schooling Decrease Socioeconomic Inequality in Early Achievement? A Differential Exposure Approach
Unequal Childhoods
Fifty Years since the Coleman Report
Compensatory Advantage as a Mechanism of Educational Inequality
Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten Through the Third Grade
An Early Start
Educational systems and labor market outcomes
What characteristics of funding, provision and regulation are associated with effective social investment in Ecec in England, France and Germany
Socioeconomic status gaps in child cognitive development in Germany and the United States
Accumulating advantages over time
The detailed age trajectory of oral vocabulary knowledge
| Unique citing works | 24 |
|---|---|
| Citations per year | 6 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |