{"id":819,"date":"2017-03-11T20:02:00","date_gmt":"2017-03-11T19:02:00","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2017\/03\/11\/england\/819\/children-from-most-disadvantaged-backgrounds-2\/"},"modified":"2017-03-11T20:02:00","modified_gmt":"2017-03-11T19:02:00","slug":"children-from-most-disadvantaged-backgrounds-2","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2017\/03\/11\/england\/819\/children-from-most-disadvantaged-backgrounds-2\/","title":{"rendered":"Children from most disadvantaged backgrounds &#8230;"},"content":{"rendered":"<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: Verdana, sans-serif;\">England: \u201eChildren from most disadvantaged backgrounds who attained high cognitive test scores at age 7 performed worse than their lower achieving counterparts from the least disadvantaged families by age 14-16.\u201c<\/span><\/p>\n<p style=\"margin-bottom: 0.0001pt; line-height: normal;\"><span style=\"font-size: 10pt; font-family: Verdana, sans-serif;\">UNICEF (Hrsg.), \u201ePoverty and Children\u2019s Cognitive Trajectories: Evidence from the United Kingdom Millennium Cohort Study\u201c (2016), S.&nbsp;7<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>England: \u201eChildren from most disadvantaged backgrounds who attained high cognitive test scores at age 7 performed worse than their lower<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[15],"tags":[],"class_list":["post-819","post","type-post","status-publish","format-standard","hentry","category-england"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/819","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=819"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/819\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=819"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=819"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=819"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}