DICE The Development of Inequalities in Child Educational Achievement: A Six Country Study

该项目旨在促进我们对父母社会经济地位(SES)在儿童发展方面的差异的理解。它利用了来自六个国家--法国、德国、日本、荷兰、英国和美国--的丰富队列和行政数据，将它们嵌入到一个统一的框架中。该项目超越了横断面和单一国家的快照，研究了不平等如何随时间发展(3至16岁)、哪些因素可能影响不平等以及国家背景如何加强或缓冲这些进程的问题。儿童发展是广义的概念，包括认知、社会/情感和健康结果，承认儿童时期多个发展领域的相互作用。该项目的具体目标是：1)提供关于幼儿和入学初期不平等程度和来源的新证据，特别是关于父母养育/家庭环境和学龄前教育的作用；2)描述儿童发展的轨迹，确定诸如父母参与和家长与学校的互动等因素可减少/增加儿童通过小学阶段的不平等现象；以及3)描述中学开始阶段的不平等现象并分析发展轨迹，以及随着儿童进入中学阶段减少/增加不平等现象的学校类型和跟踪等因素；允许在整个能力分布中产生不同的影响。

This project aims to advance our understanding of disparities in child development by parental socioeconomic status (SES). It leverages rich cohort and administrative data from six countries - France, Germany, Japan, Netherlands, the United Kingdom, and the United States – embedding them in a harmonized framework. The project moves beyond cross-sectional and single country snapshots by studying the question of how inequalities develop over time (ages 3 to 16), what factors may influence inequalities and how national context may strengthen or buffer these processes. Child development is conceptualised broadly, to include cognitive, social/emotional and health outcomes, recognizing the interplay of multiple spheres of development in childhood. The specific aims of the project are: 1) to provide new evidence on the extent and sources of inequalities in early childhood and at the start of school, in particular on the role of parenting/home environment and preschool; 2) to describe trajectories of child development, and identify factors such as parental involvement and parent-school interactions that reduce/increase inequalities as children move through primary school; and 3) to describe inequalities at the start of secondary school and analyze trajectories of development, and factors such as school type and tracking that reduce/increase inequalities, as children move through secondary school; allowing throughout for heterogeneous effects across the ability distribution.