International large-scale assessments such as PISA are important data sources to access the development of skills among students. Thanks to it, it is now widely known that students’ achievements differ by the social background of their parents, particularly by parental education, and that this link is more pronounced in some than in others countries. However, as these data mainly describe the situation at a specific age or a stage in the educational career, it is not possible to identify when and why inequalities emerge, and how it changes over time. Consequently, it offers limited evidence for policymakers interested in reducing such inequalities.
In the framework of the project Development of Inequalities in Child Educational Achievement: A Six Country Study (DICE project), scholars explored different data sources to get insights on cross-national differences in causes of achievement inequality in primary and secondary school. Their results will be presented in this webinar, followed by a panel discussion on the advantages and disadvantages of several modes of cross-national comparisons in describing and explaining inequality in achievement.
Anne Solaz, Senior Researcher at the French Institute for Demographic Studies (INED) is one of the speakers
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