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age range and outcomes does the study focus on?","Question",{"text":63,"@type":64},"The study examines literacy skills at ages 6–8 and the association with socioeconomic status (SES) across six countries.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which SES measures are compared in the analysis?",{"text":68,"@type":64},"SES is operationalized using parental education, parental income, or a combination of both to test whether the SES–literacy link changes with measurement.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results indicate about cross-country inequality patterns?",{"text":72,"@type":64},"The study finds marked differences in SES-related early achievement inequalities across countries that are largely insensitive to how SES is measured and that seem to mirror inequalities reported for older 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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nCross-national Differences in Socioeconomic Achievement Inequality in Early Primary School: The Role of Parental Education and Income in  \nSix Countries  \nJascha Dräger  \nGerman Institute for Economic Research (DIW Berlin)  \nElizabeth Washbrook  \nUniversity of Bristol  \nThorsten Schneider  \nLeipzig University  \nHideo Akabayashi  \nKeio University  \nRenske Keizer  \nErasmus University of Rotterdam  \nAnne Solaz  \nInstitut national d’études démographiques (INED)  \nJane Waldfogel  \nColumbia University  \nSanneke de la Rie  \nStatistics Netherlands  \nYuriko Kameyama  \nKeio University  \nSarah Kwon  \nUniversity of Chicago  \nKayo Nozaki  \nOsaka University of Economics  \nValentina Perinetti Casoni  \nUniversity of Bristol  \nShinpei Sano  \nKobe University  \nCreative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License  \n([https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)) which permits any use, reproduction and distribution of the work without further  \npermission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nDräger et al.  \nAlexandra Sheridan  \nInstitut national d’études démographiques (INED)  \nChizuru Shikishima  \nTeikyo University  \nThis paper presents comparative information on the strength of the association between socioeconomic status (SES) and literacy skills at ages 6–8, drawing on data from France, Germany, Japan, Rotterdam (Netherlands), the United Kingdom, and the United States. We investigate whether the strength of the association between SES and literacy skills 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 compulsory schooling. We find marked differences in SES-related inequalities 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 educational achievement, with country differences rooted in the early childhood period.  \nKeywords: achievement gap, social stratification, comparative education, regression analyses, secondary data analysis, effect size, educational inequality, international large-scale assessment studies, ex-post harmonization, student achievement, primary school entry, cross-national research  \nAnalysis of data from international large-scale assessments (ILSAs) like PISA at age 15 shows that stratification in educational achievement by family socioeconomic status (SES)—“the relative position of a family or an individual on a hierarchical social structure, based on their access to, or control over, wealth, prestige and power” (Willms & Tramonte, 2019, p. 289)—is pervasive. Parental SES determines early disparities in educational achievement and attainment and casts a long shadow in terms of its implications for the persistence of (dis)advantage across generations (Boudon, 1974; Breen & Müller, 2020). According to PISA, however, the relationship between SES and achievement is not uniform across countries. Equality of opportunity varies greatly across contexts, even among modern, high-income, democratic countries. Cross-national research that furthers understanding of the macro-level factors that shape educati","cbCaio6Oe7Ksmdmt","https://ap.wps.com/l/cbCaio6Oe7Ksmdmt","pdf",758101,18,"English","# Introduction\n## Conceptual background: SES, stratification, and opportunity\n# Data and methods\n## International large-scale assessment evidence and cross-national comparison\n# Findings\n## Cross-country differences in early achievement inequalities\n# Conclusion\n## Country context and early childhood roots of educational inequality","[{\"question\":\"What age range and outcomes does the study focus on?\",\"answer\":\"The study examines literacy skills at ages 6–8 and the association with socioeconomic status (SES) across six countries.\"},{\"question\":\"Which SES measures are compared in the analysis?\",\"answer\":\"SES is operationalized using parental education, parental income, or a combination of both to test whether the SES–literacy link changes with measurement.\"},{\"question\":\"What do the results indicate about cross-country inequality patterns?\",\"answer\":\"The study finds marked differences in SES-related early achievement inequalities across countries that are largely insensitive to how SES is measured and that seem to mirror inequalities reported for older students.\"}]","AERA Open - Cross-national Differences in Socioeconomic Achievement Inequality in Early Primary School: The Role of Parental Education and Income in Six Countries | PDF",1792069191,45]