suggests that policymakers could already intervene in the beginning of before the start of primary education, as SES achievement gaps tend to persist throughout primary education. It seems that students of low-educated parents lag behind their peers in the beginning of primary education and fail to make an equal learning advancement compared to their peers throughout primary education. While this dissertation focuses on achievement gaps, policymakers should aim to eradicate illiteracy and innumeracy while ensuring that each student reaches their full potential. In educational interventions, policymakers can exploit the fact that varying basic skills within primary education seem to relate to each other. Last, policymakers should keep an eye on environmental factors in students’ learning environment (e.g., regarding temperature exposure). A more detailed set of policy recommendations is provided in Section 6. 155
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