A new study has looked at the relationship between social class and achievement in the early years of schooling. Researchers used data from the UK’s Millennium Cohort Study to examine the extent to which social class inequalities in early cognitive scores can be accounted for by parental education, income, family social resources, and parental behaviours.
They found that the links between social class and education on the one hand, and children’s test scores on the other, were only very modestly mediated by family social resources and parenting. The researchers conclude that social class remains an important concept for both researchers and policy makers.
The study found that parents’ educational qualifications were the strongest predictors of children’s scores. It also found that authoritative parenting and, surprisingly, TV viewing, had positive effects.
Source: Social Class and Inequalities in Early Cognitive Scores (2013), Sociology.