Post by Andrés Strello

Last week, our latest article with NURULLAH ERYILMAZ and Rolf Strietholt was published: "Family Language, Preschool, and Reading Achievement: The Interplay Between Inequality in Opportunities and Outcomes." It is part of a Special Issue on the UN's SDG4 goal in Developmental Science. In this article, we examine preschool attendance and reading proficiency gaps between students from different family language backgrounds (non-test-language speakers and test-language speakers) across the 15 educational systems that participated in all PIRLS cycles. We find that, in recent years, there has been a growing preschool attendance gap between the two family language groups. This is particularly worrying, as our analysis also indicates that non-test-language speakers (especially those from lower SES backgrounds) are the ones who benefit the most from attending preschool. Sadly, the article is not Open Access, but you can read it online using this link: https://lnkd.in/dkQ-RSBg IEA (International Association for the Evaluation of Educational Achievement)