Kategorie: Bildungsvererbung/familiäres Umfeld

„Parental cognitive involvement in early childhood such as time invested in shared book reading, storytelling, learning the alphabet, numbers, and

„There is evidence that, in general, children from lower SES families experience less developmentally enhancing activities at home, exposure to

„Socio-economic status continues to have an important influence on education outcomes. Recent national and international test results, in particular from

„The IEA’s survey in 2016 (PIRLS) showed that the reading skills of 10 year-olds remain strong and unchanged compared to

„Comparing OECD PISA 2006 and 2015 in science performance, equity indicators showed a significant deterioration. Of three main determinants of

Frankreich: „The type of secondary school-leaving diploma (the ‘baccalauréat’) obtained is strongly dependent on a pupil’s socio-economic background. While 77 %

Niederlande: „Research into the intergenerational mobility of migrants revealed a polarisation within the children of Turkish and Moroccan descent. While

„Around 40 per cent of the gap at the end of Key Stage 4 is already apparent by age 5.

„There is solid evidence of a strong relationship between family income and cognitive gains in early childhood, as well as

„We found that low SES parents (Anm.: SES = socioeconomic status) are more likely to be inconsistent in their parenting