Is social inequality in school-age achievement generated before or during schooling? A European perspective

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• dc.contributor.author Passaretta, Giampiero
• dc.contributor.author Skopek, Jan
• dc.contributor.author Huizen, Thomas van
• dc.date.accessioned 2023-05-15T06:43:20Z
• dc.date.available 2023-05-15T06:43:20Z
• dc.date.issued 2022
• dc.description.abstract 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.
• dc.description.sponsorship The authors acknowledge funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No. 727069 (ISOTIS).
• dc.format.mimetype application/pdf
• dc.identifier.citation Passaretta G, Skopek J, van Huizen T. Is social inequality in school-age achievement generated before or during schooling? A European perspective. Eur Sociol Rev. 2022;38(6):849-65. DOI: 10.1093/esr/jcac005
• dc.identifier.doi http://dx.doi.org/10.1093/esr/jcac005
• dc.identifier.issn 0266-7215
• dc.identifier.uri http://hdl.handle.net/10230/56815
• dc.language.iso eng
• dc.publisher Oxford University Press
• dc.relation.ispartof European Sociological Review. 2022;38(6):849-65.
• dc.relation.projectID info:eu-repo/grantAgreement/EC/H2020/727069
• dc.rights © The Author(s) 2022. Published by Oxford University Press. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons. org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by/4.0/
• dc.subject.other Desigualtat social
• dc.subject.other Entorn escolar
• dc.title Is social inequality in school-age achievement generated before or during schooling? A European perspective
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion