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

该项目旨在加深我们对父母社会经济地位（SES）对儿童发展差异的理解。它利用了来自六个国家--法国、德国、日本、荷兰、英国和美国--的丰富的队列和管理数据，将它们嵌入一个统一的框架。该项目超越了跨部门和单个国家的快照，研究了不平等如何随着时间的推移（3至16岁）而发展的问题，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过程。儿童发展是广义的概念，包括认知，社会/情感和健康成果，承认儿童发展的多个领域的相互作用。该项目的具体目标是：（1）提供新的证据，说明幼儿期和入学初期不平等的程度和根源，特别是父母/家庭环境和学前教育的作用;（2）描述儿童发展的轨迹，并确定在儿童进入小学期间减少/增加不平等的因素，如父母参与和父母与学校的互动;（3）描述中学开始时的不平等现象，分析发展轨迹，以及随着儿童进入中学而减少/增加不平等现象的学校类型和跟踪等因素;在整个过程中考虑到能力分布的异质影响。

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.