Using social and behavioral science to address achievement inequality

Eddie Brummelman; Nienke van Atteveldt; Sharon Wolf; Jellie Sierksma

doi:10.1038/s41539-024-00259-1

Using social and behavioral science to address achievement inequality

Eddie Brummelman^*, Nienke van Atteveldt, Sharon Wolf, Jellie Sierksma

^*Corresponding author for this work

Research output: Contribution to Journal › Editorial › Academic › peer-review

Abstract

Achievement inequality has been on the rise. Globally, students from disadvantaged backgrounds perform worse academically than their peers, even with equal ability. This represents a significant loss of potential and perpetuates inequality. We organized this interdisciplinary Special Collection to uncover experiences that contribute to achievement inequality, identify interventions that reduce it, and sketch a research agenda. We hope it inspires scholars committed to addressing social problems through basic research.

Original language	English
Article number	44
Pages (from-to)	1-6
Number of pages	6
Journal	NPJ Science of learning
Volume	9
Early online date	10 Jul 2024
DOIs	https://doi.org/10.1038/s41539-024-00259-1
Publication status	Published - 2024

Bibliographical note

Publisher Copyright:
© The Author(s) 2024.

Funding

The Special Collection was developed during an interdisciplinary symposium on educational inequality funded by an KNAW Early Career Partnership 2020 (Royal Netherlands Academy of Arts and Sciences) to Eddie Brummelman. All editors of this collection participated in the symposium. During the writing of the editorial, Eddie Brummelman was supported by a Jacobs Foundation Research Fellowship (2020-1362-02), a Jacobs Foundation COVID-19 Education Challenge Grant (2020-1399-00), and an NWO Talent Programme Vidi grant (VI.Vidi.211.181). Jellie Sierksma was supported by an NWO Talent Programme Veni Grant (VI.Veni.191 G.052). We thank Viki Hurst for her help in editing this collection. The Special Collection was developed during an interdisciplinary symposium on educational inequality funded by an KNAW Early Career Partnership 2020 (Royal Netherlands Academy of Arts and Sciences) to Eddie Brummelman. All editors of this collection participated in the symposium. During the writing of the editorial, Eddie Brummelman was supported by a Jacobs Foundation Research Fellowship (2020-1362-02), a Jacobs Foundation COVID-19 Education Challenge Grant (2020-1399-00), and an NWO Talent Programme Vidi grant (VI.Vidi.211.181). Jellie Sierksma was supported by an NWO Talent Programme Veni Grant (VI.Veni.191\u2009G.052). We thank Viki Hurst for her help in editing this collection.

Funders	Funder number
Koninklijke Nederlandse Akademie van Wetenschappen
KNAW
Jacobs Foundation	2020-1399-00, 2020-1362-02
NWO	VI.Veni.191 G.052, VI.Vidi.211.181

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title = "Using social and behavioral science to address achievement inequality",

abstract = "Achievement inequality has been on the rise. Globally, students from disadvantaged backgrounds perform worse academically than their peers, even with equal ability. This represents a significant loss of potential and perpetuates inequality. We organized this interdisciplinary Special Collection to uncover experiences that contribute to achievement inequality, identify interventions that reduce it, and sketch a research agenda. We hope it inspires scholars committed to addressing social problems through basic research.",

author = "Eddie Brummelman and {van Atteveldt}, Nienke and Sharon Wolf and Jellie Sierksma",

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AB - Achievement inequality has been on the rise. Globally, students from disadvantaged backgrounds perform worse academically than their peers, even with equal ability. This represents a significant loss of potential and perpetuates inequality. We organized this interdisciplinary Special Collection to uncover experiences that contribute to achievement inequality, identify interventions that reduce it, and sketch a research agenda. We hope it inspires scholars committed to addressing social problems through basic research.

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Using social and behavioral science to address achievement inequality

Abstract

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