The Development of Inequalities in Child Educational Achievement: A Six Country Study (DICE) project aims to advance our understanding of disparities in child development by parental socioeconomic status. 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.

We gratefully aknowledge our funders:

Agence Nationale de la Recherche (ANR);

Deutsche Forschungsgemeinschaft (DFG);

Economic and Social Research Council (ESRC);

Japan Society for the Promotion of Science (JSPS);

Netherlands Organisation for Scientific Research (NWO - Dutch: Nederlandse Organisatie voor Wetenschappelijk Onderzoek).