A comparative analysis of early childhood socioeconomic conditions and educational achievement 15 years later
Bibliographic record
Abstract
Scholars agree that the early childhood years are highly consequential for later educational outcomes, but we know little about the impact of early childhood socioeconomic conditions at the societal level. This study contributes to the literature by bringing to comparative sociology the proposition that variations in the social structures into which children are born have lasting impacts on their educational outcomes as they progress through secondary education. Drawing on theories of welfare regimes and social stratification, we analyze nation-level data on socioeconomic conditions from the early 2000s via the Organisation for Economic Cooperation and Development and educational performance data from the 2015 Programme for International Student Assessment ( N = 35). In line with our hypotheses, societal inequalities and disadvantages present when children are young are associated with negative achievement outcomes 15 years later and policies that guarantee people basic securities are more consistently associated with positive achievement outcomes than are broad measures of social spending. We conclude by highlighting the value of our approach and suggesting directions for future research on cross-national variations in achievement as a product of socioeconomic conditions during early childhood.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".