STRIDE report examines trends in educational inequalities and the role of early childhood reforms in Europe

Educational inequalities remain a key challenge across Europe, shaping learning outcomes and opportunities from an early age. The latest STRIDE report analyses how inequalities in educational achievement have evolved across Europe and how early childhood education and care (ECEC) reforms relate to these trends. Drawing on international large-scale assessment data (TIMSS, PIRLS and PISA), the report provides a comparative overview of disparities in learning outcomes and reviews 25 years of policy reforms aimed at promoting equity and inclusion.

Mapping inequalities in educational achievement

The report analyses inequalities across 27 EU Member States, Norway and the United Kingdom, focusing on differences in achievement by parental education, gender, migrant background and urbanisation.
Findings show that socio-economic background remains the strongest and most persistent driver of inequality, particularly in mathematics, with gaps often widening by lower secondary level.

The report also highlights that:

• gender inequalities remain relatively small, with boys performing better in
  mathematics and girls in reading;
• migrant-related disparities persist, especially in reading at age 15;
• urban–rural differences are generally moderate but can increase over time.

An intersectional perspective

The report adopts an intersectional approach, showing how multiple forms of disadvantage interact. Students from lower-educated families, particularly when combined with other
factors such as gender or location, often face compounded barriers and continue to perform
below average in many countries.

25 years of ECEC reforms

The report reviews reforms implemented between 2004 and 2018, focusing on policies that expand access to early childhood education and strengthen equity.

Across Europe, reforms include:

• free or compulsory preschool provision;
• legal entitlement to ECEC places;
• income-based fee regulation;
• targeted support for disadvantaged groups;
• language and inclusion measures;
• investments in capacity and quality.

These developments reflect the growing recognition of early childhood education as a key lever for reducing inequalities.

Do reforms reduce inequality?

The analysis combines trend data with multilevel modelling to assess whether ECEC access reforms are associated with changes in inequality.
Findings suggest that while reforms improve overall educational outcomes, they do not consistently reduce socio-economic inequalities. In many cases, students from higher-educated family backgrounds benefit more, limiting the equalising effect of these policies.

Expanding access is not enough

Complementary STRIDE research shows that increasing ECEC participation can reduce inequalities only when expansion also narrows participation gaps between socio-economic groups.
This highlights that access alone is insufficient. The impact of early childhood education depends on equitable participation, quality provision and targeted support for disadvantaged learners.

Supporting evidence-informed policymaking

Overall, the report shows that educational inequalities remain persistent across Europe and often emerge early. While early childhood policies can improve outcomes, their contribution to equity depends on how effectively they reach those most in need.
By linking comparative data with policy developments, the report provides valuable insights
for policymakers, researchers and practitioners working towards more inclusive and
equitable education and training systems.