Persistent association between family socioeconomic status and primary school performance in Britain over 95 years

This study investigates the long-term relationship between family socioeconomic status (SES) and primary school performance in Britain. Analyzing data from 16 British population cohorts born between 1921 and 2011 (N=91,935), the researchers found a stable correlation between family SES and school performance (r=0.28) over 95 years. Contrary to expectations, this association showed minimal change across cohorts, suggesting that education policies focused on equal learning opportunities haven't effectively addressed the persistent inequality in learning outcomes. The authors argue for prioritizing equity in learning outcomes by tailoring education to individual needs to disrupt the intergenerational transmission of socioeconomic inequality.

Sophie von Stumm, Sophie Nicole Cave, Paul Wakeling