Evidence shows there is a persistent ‘achievement gap’ in Australia between children from advantaged and disadvantaged backgrounds, and that gap tends to widen over time. This policy brief outlines the study Unequal from the start: the achievement gap and the early years. The research examined early cognitive and developmental differences among children aged from birth to five years. 

The findings underscore the ongoing need for policy changes to address educational inequity, and to overcome the effects of disadvantage before they become entrenched. This research adds to understanding in this area, by showing how structural inequality sets in, and just how early in a child’s life this can occur.

Key points

• The influence of socioeconomic status on children’s learning outcomes begins from an early age.
• Addressing this ‘achievement gap’ requires greater focus on the earliest years.
• As Australia moves to a ‘universal’ early childhood education and care (ECEC) system, it should investigate different models that provide more holistic support to children and families and direct more investment to services that cater to children from disadvantaged backgrounds.

Policy recommendations

• Start earlier by prioritising developmental support during the critical years from birth to three.
• Embed equity into funding.
• Integrate services around children and families.