Denmark Case study Report

Denmark implemented mandatory language assessments for preschool-aged children to address early language gaps. Interrupted time-series analysis shows a small but statistically significant improvement in GPA. Effects were larger for low-income students, suggesting a modest equalising impact, while gains were more limited for students from low-education households. Mixed patterns emerged for immigrant-background children, with some evidence of particularly strong benefits. According to the qualitative analysis the reform evolved from decentralised, varied practices to increasingly centralised standardisation and success varied significantly across municipalities. Lack of quality assurance for follow-up support created a ‘black box’ between assessment and intervention. Media analysis shows that initial coverage emphasised the early intervention necessity, highlighted insufficient resources for follow-up support and later raised concerns about negative effects on children’s well-being and self-esteem.

(Excerpt from the executive summary of the full report)