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The aim of the report was to describe the trends of inequalities in education achievement in Europe based on re-analyses of large-scale educational assessment studies.

In this chapter, we will focus on the association between ECEC reforms and development in measures of educational inequality, using TIMSS and PIRLS data.

In examining education reforms aimed at reducing inequalities, we draw attention to two key dimensions: equality and equity.

In this chapter we describe trends in inequalities of educational achievement using data from international large-scale assessment studies. Inequalities in educational achievement can be measured from several perspectives.

The overall objective of the STRIDE project is to assess inequalities in education, training, and learning outcomes over time and identify reforms and interventions that can compensate for those inequalities and formulate recommendations and a guide to good practices.

For the last 25 years, European countries have implemented more than 400 reform initiatives to combat educational inequalities that reveal a clear systemic approach to tackling inequality that spans all levels of education, from early childhood to tertiary education.

An examination of educational reform activities in Europe between 1999 and 2024 reveals a clear trend: a steady increase in the number of reforms registered in international policy databases.

This chapter presents findings from our review of education reforms across 29 countries in Europe between 1999 and 2024. These are reforms that explicitly or implicitly address inequalities within national education systems.

This section provides an overview of key structural features and recent reform activity across the educational systems of 29 countries.

This chapter presents the scope of the analysis, the criteria for selecting countries and policies, and the procedures used to collect and interpret data.