Mark Berends is the Hackett Family Director of the Institute for Educational Initiatives at the University of Notre Dame. He is also a professor of sociology and directs the Center for Research on Educational Opportunity (CREO). He has written and published extensively on educational reform, school choice, the effects of family and school changes on student achievement trends and gaps, and the effects of schools and classrooms on student outcomes. His research focuses on how school organization and classroom instruction are related to student development, with special attention to underserved students and school reforms aimed at reducing educational inequalities. Within this agenda, he has applied a variety of quantitative and qualitative methods to understanding the effects of school reforms on students, teachers, and schools.Stephen Lamb is Emeritus Professor of Education at Victoria University, in Australia. He was formerly Director of the Centre for International Research on Education Systems. Lamb has worked on a wide range of international and national projects on school funding, performance of schools and school systems, factors influencing student achievement, and social differences in school to work transition. His research is concerned with how well schools and education systems work, for whom, and why.

• Introduction - Mark Berends, Barbara Schneider, Stephen LambPART 1: Education and Persistent InequalityChapter 1: Inequality and Educational Policy: Lessons for Comparative Research After the Coleman Report - Ji Cao, Yutong Hu, and Tony TamChapter 2: Education: The Great Equalizer, Social Reproducer, or Legitimator of New Forms of Social Stratification - David Baker, Maryellen Schaub, Junghee Choi, Karly FordChapter 3: Old and New Questions in Cross-National Educational Research Using PISA Data: Institutional Features, Students’ Well-Being, and Out-Of-School Learning Activities - Hyunjoon Park and Youngshin LimChapter 4: Comparative Studies of Educational Inequality: An Example Based on a Study of City Youth - Stephen LambChapter 5: Ethnoracial Inequalities in Latin America - Edward Telles and Caroline MartinezChapter 6: Education and Social Inequality in China - Wensong Shen and Emily HannumChapter 7: Educational Opportunities and Asian Communities - Jennifer Lee & Denise AmbrizChapter 8: Gender and Educational Inequality - Lara Perez-Felkner, Ladanya Ramirez Surmeier, and Rose RezaeiChapter 9: Global Processes of Stratification: Gender and Social Class - Leandra Cate and Karly FordChapter 10: School Diversity and Life Course Outcomes - Roslyn MickelsonChapter 11: Education, Health, and Inequalities - Emily A. Lybbert and Chandra MullerPART 2: Social & Family ContextsChapter 12: Short- and Long-Term Payoffs of Early Childhood Education for Reducing Inequality - Rachel A. GordonChapter 13: Systemic Inequality in Early Childhood Education and Care: Lessons from the COVID-19 Pandemic - Jen JacksonChapter 14: Early Childhood Education Effects into Adulthood - Milagros Nores and Roshnee PrayagChapter 15: Family Effects from Early Childhood into Adulthood - Emma Romell and Eric GrodskyChapter 16: Social Inequality and Families - Christina Cross and Natasha PilkauskasChapter 17: Parental Involvement in Education Through a Sociological Lens - Julie W. Dallavis and Mark BerendsChapter 18: Immigrant Families and Educational Attainment - Oshin Khachikian and Nina BandeljChapter 19: Sitting on the Wall: The Intersection of International Migration and Education - Silvia Giorguli and Miguel AmaroPART 3: Schools & Educational PolicyChapter 20: Cross-National Socioeconomic Inequality and Educational Policy - Anna Katyn Chmielewski & Sheena BellChapter 21: The Social Context of Learning and Student Achievement Gaps - George FarkasChapter 22: Family, School, and Community Contributions to Student Outcomes: International Perspectives on Family, School, and Community Factors that Contribute to Students’ Health, Wellbeing and Achievement - Laura Perry, Genevieve McSporran and Peter WhippChapter 23: Social Differentiation and the Academic Curriculum - Richard TeeseChapter 24: Upper Secondary Education from a Comparative Perspective: Academic and Vocational Paths - Filomena Parada, Katja Upadyaya, and Katariina Salmela-AroChapter 25: School Segregation in Chile and Effects on Social Cohesion - Andres MolinaChapter 26: Dropping Out of High School: An International Problem - Russell W. RumbergerChapter 27: Students’ Experiences of Academic Inequality - Marie Duru-BellatChapter 28: Educational Policies, Lifelong Learning, and Social Diversity - Tero Järvinen and Heikki SilvennoinenChapter 29: Social Policy Effects on Educational Inequities - Leila MorsyPART 4: Neighborhoods & CommunityChapter 30: Neighborhood Effects on Schools and Students - Kendra Bischoff and Peter RichChapter 31: The Effects of Residential Mobility on Educational Outcomes - Carla Haelermans and Bregje van GeffenChapter 32: The Kids Aren’t Alright: Toward a Multicontextual View on School and Neighborhood - Jannick DemanetChapter 33: Social Context and School Processes - Ruth LuptonChapter 34: School Differentiation in Urban Spaces: Social Diversity, Segregation and Inequality - Quentin MairePART 5: Education & Innovation in a Global ContextChapter 35: Importance of Context in Assessment of Whole Child Development Competences: A Case from East Africa - John Kabutha Mugo, Mauro Giacomazzi and, Purity NginaChapter 36: Rethinking the Interplay Between Schooling, Mental Health, Wellbeing and Poverty: Key Issues for Sociology of Education to Consider Regarding Structure, Space and Agency - Paul DownesChapter 37: Achievement Gaps: School Socioeconomic Composition and Trust as Educational Innovation - Mieke Van HoutteChapter 38: Disabled Pupils in Ordinary School and Impacts on Inclusive Education - Joël ZaffranChapter 39: Educational Expansion and Human Rights - Francisco O. Ramirez and Minju Choi

Mark Berends is the Hackett Family Director of the Institute for Educational Initiatives at the University of Notre Dame. He is also a professor of sociology and directs the Center for Research on Educational Opportunity (CREO). He has written and published extensively on educational reform, school choice, the effects of family and school changes on student achievement trends and gaps, and the effects of schools and classrooms on student outcomes. His research focuses on how school organization and classroom instruction are related to student development, with special attention to underserved students and school reforms aimed at reducing educational inequalities. Within this agenda, he has applied a variety of quantitative and qualitative methods to understanding the effects of school reforms on students, teachers, and schools.Stephen Lamb is Emeritus Professor of Education at Victoria University, in Australia. He was formerly Director of the Centre for International Research on Education Systems. Lamb has worked on a wide range of international and national projects on school funding, performance of schools and school systems, factors influencing student achievement, and social differences in school to work transition. His research is concerned with how well schools and education systems work, for whom, and why.

• Introduction - Mark Berends, Barbara Schneider, Stephen LambPART 1: Education and Persistent InequalityChapter 1: Inequality and Educational Policy: Lessons for Comparative Research After the Coleman Report - Ji Cao, Yutong Hu, and Tony TamChapter 2: Education: The Great Equalizer, Social Reproducer, or Legitimator of New Forms of Social Stratification - David Baker, Maryellen Schaub, Junghee Choi, Karly FordChapter 3: Old and New Questions in Cross-National Educational Research Using PISA Data: Institutional Features, Students’ Well-Being, and Out-Of-School Learning Activities - Hyunjoon Park and Youngshin LimChapter 4: Comparative Studies of Educational Inequality: An Example Based on a Study of City Youth - Stephen LambChapter 5: Ethnoracial Inequalities in Latin America - Edward Telles and Caroline MartinezChapter 6: Education and Social Inequality in China - Wensong Shen and Emily HannumChapter 7: Educational Opportunities and Asian Communities - Jennifer Lee & Denise AmbrizChapter 8: Gender and Educational Inequality - Lara Perez-Felkner, Ladanya Ramirez Surmeier, and Rose RezaeiChapter 9: Global Processes of Stratification: Gender and Social Class - Leandra Cate and Karly FordChapter 10: School Diversity and Life Course Outcomes - Roslyn MickelsonChapter 11: Education, Health, and Inequalities - Emily A. Lybbert and Chandra MullerPART 2: Social & Family ContextsChapter 12: Short- and Long-Term Payoffs of Early Childhood Education for Reducing Inequality - Rachel A. GordonChapter 13: Systemic Inequality in Early Childhood Education and Care: Lessons from the COVID-19 Pandemic - Jen JacksonChapter 14: Early Childhood Education Effects into Adulthood - Milagros Nores and Roshnee PrayagChapter 15: Family Effects from Early Childhood into Adulthood - Emma Romell and Eric GrodskyChapter 16: Social Inequality and Families - Christina Cross and Natasha PilkauskasChapter 17: Parental Involvement in Education Through a Sociological Lens - Julie W. Dallavis and Mark BerendsChapter 18: Immigrant Families and Educational Attainment - Oshin Khachikian and Nina BandeljChapter 19: Sitting on the Wall: The Intersection of International Migration and Education - Silvia Giorguli and Miguel AmaroPART 3: Schools & Educational PolicyChapter 20: Cross-National Socioeconomic Inequality and Educational Policy - Anna Katyn Chmielewski & Sheena BellChapter 21: The Social Context of Learning and Student Achievement Gaps - George FarkasChapter 22: Family, School, and Community Contributions to Student Outcomes: International Perspectives on Family, School, and Community Factors that Contribute to Students’ Health, Wellbeing and Achievement - Laura Perry, Genevieve McSporran and Peter WhippChapter 23: Social Differentiation and the Academic Curriculum - Richard TeeseChapter 24: Upper Secondary Education from a Comparative Perspective: Academic and Vocational Paths - Filomena Parada, Katja Upadyaya, and Katariina Salmela-AroChapter 25: School Segregation in Chile and Effects on Social Cohesion - Andres MolinaChapter 26: Dropping Out of High School: An International Problem - Russell W. RumbergerChapter 27: Students’ Experiences of Academic Inequality - Marie Duru-BellatChapter 28: Educational Policies, Lifelong Learning, and Social Diversity - Tero Järvinen and Heikki SilvennoinenChapter 29: Social Policy Effects on Educational Inequities - Leila MorsyPART 4: Neighborhoods & CommunityChapter 30: Neighborhood Effects on Schools and Students - Kendra Bischoff and Peter RichChapter 31: The Effects of Residential Mobility on Educational Outcomes - Carla Haelermans and Bregje van GeffenChapter 32: The Kids Aren’t Alright: Toward a Multicontextual View on School and Neighborhood - Jannick DemanetChapter 33: Social Context and School Processes - Ruth LuptonChapter 34: School Differentiation in Urban Spaces: Social Diversity, Segregation and Inequality - Quentin MairePART 5: Education & Innovation in a Global ContextChapter 35: Importance of Context in Assessment of Whole Child Development Competences: A Case from East Africa - John Kabutha Mugo, Mauro Giacomazzi and, Purity NginaChapter 36: Rethinking the Interplay Between Schooling, Mental Health, Wellbeing and Poverty: Key Issues for Sociology of Education to Consider Regarding Structure, Space and Agency - Paul DownesChapter 37: Achievement Gaps: School Socioeconomic Composition and Trust as Educational Innovation - Mieke Van HoutteChapter 38: Disabled Pupils in Ordinary School and Impacts on Inclusive Education - Joël ZaffranChapter 39: Educational Expansion and Human Rights - Francisco O. Ramirez and Minju Choi

Mark Berends is the Hackett Family Director of the Institute for Educational Initiatives at the University of Notre Dame. He is also a professor of sociology and directs the Center for Research on Educational Opportunity (CREO). He has written and published extensively on educational reform, school choice, the effects of family and school changes on student achievement trends and gaps, and the effects of schools and classrooms on student outcomes. His research focuses on how school organization and classroom instruction are related to student development, with special attention to underserved students and school reforms aimed at reducing educational inequalities. Within this agenda, he has applied a variety of quantitative and qualitative methods to understanding the effects of school reforms on students, teachers, and schools.Stephen Lamb is Emeritus Professor of Education at Victoria University, in Australia. He was formerly Director of the Centre for International Research on Education Systems. Lamb has worked on a wide range of international and national projects on school funding, performance of schools and school systems, factors influencing student achievement, and social differences in school to work transition. His research is concerned with how well schools and education systems work, for whom, and why.

• Introduction - Mark Berends, Barbara Schneider, Stephen LambPART 1: Education and Persistent InequalityChapter 1: Inequality and Educational Policy: Lessons for Comparative Research After the Coleman Report - Ji Cao, Yutong Hu, and Tony TamChapter 2: Education: The Great Equalizer, Social Reproducer, or Legitimator of New Forms of Social Stratification - David Baker, Maryellen Schaub, Junghee Choi, Karly FordChapter 3: Old and New Questions in Cross-National Educational Research Using PISA Data: Institutional Features, Students’ Well-Being, and Out-Of-School Learning Activities - Hyunjoon Park and Youngshin LimChapter 4: Comparative Studies of Educational Inequality: An Example Based on a Study of City Youth - Stephen LambChapter 5: Ethnoracial Inequalities in Latin America - Edward Telles and Caroline MartinezChapter 6: Education and Social Inequality in China - Wensong Shen and Emily HannumChapter 7: Educational Opportunities and Asian Communities - Jennifer Lee & Denise AmbrizChapter 8: Gender and Educational Inequality - Lara Perez-Felkner, Ladanya Ramirez Surmeier, and Rose RezaeiChapter 9: Global Processes of Stratification: Gender and Social Class - Leandra Cate and Karly FordChapter 10: School Diversity and Life Course Outcomes - Roslyn MickelsonChapter 11: Education, Health, and Inequalities - Emily A. Lybbert and Chandra MullerPART 2: Social & Family ContextsChapter 12: Short- and Long-Term Payoffs of Early Childhood Education for Reducing Inequality - Rachel A. GordonChapter 13: Systemic Inequality in Early Childhood Education and Care: Lessons from the COVID-19 Pandemic - Jen JacksonChapter 14: Early Childhood Education Effects into Adulthood - Milagros Nores and Roshnee PrayagChapter 15: Family Effects from Early Childhood into Adulthood - Emma Romell and Eric GrodskyChapter 16: Social Inequality and Families - Christina Cross and Natasha PilkauskasChapter 17: Parental Involvement in Education Through a Sociological Lens - Julie W. Dallavis and Mark BerendsChapter 18: Immigrant Families and Educational Attainment - Oshin Khachikian and Nina BandeljChapter 19: Sitting on the Wall: The Intersection of International Migration and Education - Silvia Giorguli and Miguel AmaroPART 3: Schools & Educational PolicyChapter 20: Cross-National Socioeconomic Inequality and Educational Policy - Anna Katyn Chmielewski & Sheena BellChapter 21: The Social Context of Learning and Student Achievement Gaps - George FarkasChapter 22: Family, School, and Community Contributions to Student Outcomes: International Perspectives on Family, School, and Community Factors that Contribute to Students’ Health, Wellbeing and Achievement - Laura Perry, Genevieve McSporran and Peter WhippChapter 23: Social Differentiation and the Academic Curriculum - Richard TeeseChapter 24: Upper Secondary Education from a Comparative Perspective: Academic and Vocational Paths - Filomena Parada, Katja Upadyaya, and Katariina Salmela-AroChapter 25: School Segregation in Chile and Effects on Social Cohesion - Andres MolinaChapter 26: Dropping Out of High School: An International Problem - Russell W. RumbergerChapter 27: Students’ Experiences of Academic Inequality - Marie Duru-BellatChapter 28: Educational Policies, Lifelong Learning, and Social Diversity - Tero Järvinen and Heikki SilvennoinenChapter 29: Social Policy Effects on Educational Inequities - Leila MorsyPART 4: Neighborhoods & CommunityChapter 30: Neighborhood Effects on Schools and Students - Kendra Bischoff and Peter RichChapter 31: The Effects of Residential Mobility on Educational Outcomes - Carla Haelermans and Bregje van GeffenChapter 32: The Kids Aren’t Alright: Toward a Multicontextual View on School and Neighborhood - Jannick DemanetChapter 33: Social Context and School Processes - Ruth LuptonChapter 34: School Differentiation in Urban Spaces: Social Diversity, Segregation and Inequality - Quentin MairePART 5: Education & Innovation in a Global ContextChapter 35: Importance of Context in Assessment of Whole Child Development Competences: A Case from East Africa - John Kabutha Mugo, Mauro Giacomazzi and, Purity NginaChapter 36: Rethinking the Interplay Between Schooling, Mental Health, Wellbeing and Poverty: Key Issues for Sociology of Education to Consider Regarding Structure, Space and Agency - Paul DownesChapter 37: Achievement Gaps: School Socioeconomic Composition and Trust as Educational Innovation - Mieke Van HoutteChapter 38: Disabled Pupils in Ordinary School and Impacts on Inclusive Education - Joël ZaffranChapter 39: Educational Expansion and Human Rights - Francisco O. Ramirez and Minju Choi