The analyses of quasi-panel data on educational achievement for the period 1995-2015, large cohort studies, and intergenerational data, yielded new insights in the mechanisms of educational inequality, confirmed the important role of early childhood education to reduce inequality, and resulted in a critical account of the effectiveness of macro-level policies and system reforms.
The reviews and case studies of promising family-, professional- and classroom-focused interventions across Europe, and the case-studies and quantitative analysis of inter-agency collaboration provided rich information to improve practice and policy.
ISOTIS interviewed 3942 parents from immigrant, ethnic-minority and low income groups across ten countries. An additional 244 parents participated in in-depth biographical interviews. The findings pertain to many timely issues, such as the importance of embracing of multiculturalism and multilingualism in society’s institutions, and the role of professionals in connecting children and families at risk of social exclusion to society.
The ISOTIS children’s study involved 331 children in preschools, primary schools and after-school programs. The importance for wellbeing and inclusion of creating continuous social-physical spaces of home, neighbourhood and (pre)school, allowing ‘ownership’ to children, was a recurrent theme.
The staff survey involved 1058 early childhood educators, teachers in primary schools, social workers and volunteers in after-school programs. The results revealed differences between countries in professionals’ multicultural and multilingual beliefs and practices.
The ISOTIS studies revealed differences between localities within the same country in uptake of early childhood education and family support services by target groups. Both the local implementation of targeted programs, the cultural inclusiveness of programs and services, and the degree of local interagency working, based on interviews with 61 service leaders and policymakers, indicated several explanations for these differences.
ISOTIS developed a digital virtual learning environment (VLE) for working with parents, families, educators and children. In total, over 100 activities and supporting videos were co-created, and implemented in field trials involving about 150 parents, 90 professionals, and over 500 children.
ISOTIS researchers were involved in 448 unique dissemination activities, concerning presentations at conferences, lectures for professional audiences, contributions through social media, policy briefs, and scientific and professional publications. About 120.000 people were reached. The ISOTIS website was visited 28.300 times; 72.339 page views were registered.
