Astrid Marie Jorde Sandsør

• Finseraas, Henning; Nyhus, Ole Henning; Salvanes, Kari Vea & Sandsør, Astrid Marie Jorde (2026). Longer-Term Effects of Low-Dosage Tutoring in Mathematics. Journal of Research on Educational Effectiveness. ISSN 1934-5747. p. 21–21. doi: 10.1080/19345747.2026.2744641. Full text in Research Archive
• Borgen, Nicolai T.; Hermansen, Are Skeie & Sandsør, Astrid Marie Jorde (2025). Who Climbs the Ivory Tower? Social Origins of Academic Faculty in an Egalitarian Welfare State. Socius: Sociological Research for a Dynamic World. 11. doi: 10.1177/23780231251377209. Full text in Research Archive Show summary

  Although there is an extensive literature on intergenerational mobility in education, including the completion of PhD degrees, far less is known about the transition into academic faculty positions. Here, the authors use administrative microdata following entire birth cohorts born from 1955 to 1985 in Norway, an egalitarian welfare state, to investigate the social origins of academic faculty. Despite publicly funded higher education and competitive wages for PhD positions, arguably removing many barriers to entry, the present findings reveal persistent disparities in the likelihood of becoming a faculty member. Differences in earlier stages of the educational career largely account for these disparities, indicating that disadvantaged family background does not appear to constitute an additional barrier to becoming a faculty member when comparing individuals with PhD degrees. However, more advantageous social origins influence the likelihood of employment at more prestigious institutions and higher earnings among faculty members, indicating that socioeconomic origins impact academic careers beyond their effects on entering academia. Overall, these findings show that within an egalitarian context designed to promote equality of opportunity, social origins continue to shape access and progression within academia.

• Wang, Louie Lei; Wang, Mari Vaage; Sandsør, Astrid Marie Jorde; Lekhal, Ratib & Melby-Lervåg, Monica (2025). Parental and child factors in children with special education. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2025.2550278. Full text in Research Archive Show summary

  Around 10% of school children receive special education (SE), however, we know little about what characterizes these children. This study examined the relationships between parental and child factors in children with SE. It is based on the Norwegian Mother, Father and Child Cohort Study (MoBa). The sample included 1,424 SE children and 35,161 typically developing 8-year-old children. A network analysis was constructed for SE children and non-SE children. Compared to non-SE children, the SE group exhibited lower communication skills, higher language difficulties and more ADHD symptoms. Communication skills and ADHD symptoms were the two most related factors in the SE network. Language abilities in SE children were less influenced by their behavioral and parental factors. Language skills were related to ADHD symptoms in both groups. The selection of assigning children to SE is not biased by gender. SE assessment and instruction should address children’s difficulties in multiple domains.

• Cheesman, Rosa Catherine Gillespie; Borgen, Nicolai T.; Sandsør, Astrid Marie Jorde & Hufe, Paul (2025). The Genetic Lottery Goes to School: Better Schools Compensate for the Effects of Students' Genetic Differences. Proceedings of the National Academy of Sciences of the United States of America (PNAS). ISSN 0027-8424. 122(43). doi: 10.1073/pnas.2511715122. Full text in Research Archive Show summary

  In this paper, we investigate whether better schools can compensate for the effects of children’s genetic differences. To this end, we combine data from the Norwegian Mother, Father, and Child Cohort Study (MoBa) with Norwegian register data to estimate the interaction between measures of children’s predisposition to education and school quality. We use MoBa’s genetic data to compute polygenic indices for educational attainment (PGIEA). Importantly, MoBa includes genetic data on mother-father-child trios, allowing us to identify causal genetic effects using within-family variation. We calculate school value-added measures from Norwegian register data, allowing us to causally estimate school quality effects. Leveraging the advantages of both data sources, we provide a causally identified study of gene–environment interactions in the school context. We find evidence for substitutability of PGIEA and school quality in reading but not numeracy: A 1 SD increase of school quality decreases the impact of a 1 SD increase of PGIEA on reading test scores by 6%. The substitutability arises through gains of students at the lower end of the PGIEA distribution. This suggests that investments in school quality may help reduce educational inequalities arising from genetic differences between students.

• Reiling, Rune Borgan; Salvanes, Kari Vea & Sandsør, Astrid Marie Jorde (2024). Back to work? The impact of education as vocational rehabilitation for work-impaired youth. Journal of Education and Work. ISSN 1363-9080. 37(5-6), p. 433–457. doi: 10.1080/13639080.2025.2456843. Full text in Research Archive Show summary

  We investigate the effect of regular education as vocational rehabilitation for young work-impaired adults in Norway. On 1 January 2004, the age limit for receiving support for regular education as a rehabilitation measure was raised from 22 to 26. This led to a substantial shift in the type of vocational rehabilitation offered – from education to subsidised employment – allowing us to address the issue of whether vocational rehabilitation through more education or work practice is best suited to increase the labour market participation of work-impaired youth. We find that the change led to a short-term (2–3-year) increase in employment (0.06–0.92-month increase per year), likely due to the lock-in effect of education. In the medium run (5–6 years), the effect turns negative (0.3–0.98-month decrease per year), consistent with education being superior to subsidised employment. However, we do not detect any effect on employment in the long run (8–9 years), suggesting that these effects fade out over time.

• Borgen, Nicolai Topstad; Hermansen, Are Skeie & Sandsør, Astrid Marie Jorde (2024). Who Climbs the Ivory Tower? Social origins of academic faculty in an egalitarian welfare state. SocArXiv. doi: 10.31235/osf.io/c4xqz. Full text in Research Archive
• Aleman, Jose Manuel Arencibia; Sandsør, Astrid Marie Jorde; Zachrisson, Henrik Daae & Blömeke, Sigrid (2024). Teacher-assigned grades and external exams: sources of discrepancy. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. 31(2), p. 94–115. doi: 10.1080/0969594X.2024.2338764. Full text in Research Archive Show summary

  Modest correlations between teacher-assigned grades and external assessments of academic achievement (r = .40–.60) have led many educational stakeholders to deem grades subjective and unreliable. However, theoretical and methodological challenges, such as construct misalignment, data unavailability and sample unrepresentativeness, limit the generalisability of previous findings. We overcome these challenges by exploiting rich, population-wide data from the National Registries in Norway (n = 511,858), where state regulations require close construct alignment between grades and external exams. Correlations between lower-secondary education final grades and external exam results (r = .64–.86) suggest that grades are better measures of academic achievement than previously acknowledged. Dominance analyses and multivariate regression analyses indicate that external exam results are the best predictor of grades in the same subject. However, our results also indicate that state regulations and quality assurance systems cannot completely eradicate potential sources of discrepancy.

• Drange, Nina & Sandsør, Astrid Marie Jorde (2024). The effects of a free universal after-school program on child academic outcomes. Economics of Education Review. ISSN 0272-7757. 98. doi: 10.1016/j.econedurev.2023.102504. Full text in Research Archive Show summary

  After-school programs provide structured care throughout the academic year. In Norway, after-school programs are an integrated part of school, used to extend the school day to a full working day. Participation is voluntary and is subject to fees paid by parents. In 2016/17, the municipality of Oslo gradually introduced and expanded an offer of free part-time participation in its after-school program, starting with city districts with a high share of children with an immigrant background who were underrepresented in the program at the time. We utilize the staggered rollout of this policy to investigate the effects on enrollment and learning outcomes and conduct an exploratory analysis of student welfare and maternal labor supply. We find that the take-up was substantial, raising enrollment rates from about 70 to 95% in the first wave of affected schools. Despite this, our difference-in-differences estimates show no overall effect of the program on academic performance, neither on average nor across subgroups. There is also little evidence that the program enhanced student well-being or decreased bullying. Heterogeneity analysis does, however, suggest that the program increased earnings for mothers with an immigrant background by about 10 percent.

• Sandsør, Astrid Marie Jorde & Brevik, Lisbeth M. (2024). Gender gaps in English as a second language over time: a shift in favour of boys. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. p. 1–24. doi: 10.1080/0969594X.2024.2423151. Full text in Research Archive Show summary

  Increasing evidence across countries has highlighted the improvement in girls’ educational performance relative to boys’ performance. This study investigated the development of gender gaps in English as a second or additional languagewith L2 population-level data from Norway, covering 1,101,807 students from 2007 to 2018. Using national tests in L2 English language proficiency at ages 10 and 13, we found a gradual shift in favour of boys, with boys outperforming girls by 0.12–0.16 standard deviations in 2018. When using high-stakes overall achievement and exam grades in written and oral L2 English language proficiency, measured at age 15, girls continued to outperform boys, with no such shift. However, when comparing gender differences in L2 English relative to L1 Norwegian (official language, national reading tests and grades), all measures shifted in favour of boys. These findings suggest that boys’ earlier gains in L2 English may also have improved their grades, although not sufficiently to decrease the gender gap.

• Zachrisson, Henrik Daae; Dearing, Eric Curtis; Borgen, Nicolai Topstad; Sandsør, Astrid Marie Jorde & Karoly, Lynn (2023). Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood. Journal of Research on Educational Effectiveness. ISSN 1934-5747. 17(2), p. 259–287. doi: 10.1080/19345747.2023.2187325. Full text in Research Archive Show summary

  We estimated the effects of Norway’s universal ECEC program—expanding access to 1- and 2-year-olds starting in the early 2000s—on standardized math and achievement tests in 5th grade (age 10) using a population-based survey sample (Norwegian Mother, Father, and Child Cohort Study, MoBa, n = 102,352), linked with national administrative records of child achievement test scores. We used two methods to test the effects of attending ECEC: fixed-effects and instrumental variable regressions. Although both approaches found small and mostly insignificant main effects, the effect of ECEC is consistently stronger for children from families with low parental education. The fixed-effects analyses showed that ECEC reduced inequalities in achievement across levels of parental education by about 10% while the instrumental variable analyses, using variation in ECEC induced by the expansion, showed reduction of about 50%. These results suggest that expanding access to ECEC for toddlers has the potential to reduce achievement inequality.

• Sandsør, Astrid Marie Jorde; Zachrisson, Henrik Daae; Karoly, Lynn & Dearing, Eric Curtis (2023). The Widening Achievement Gap Between Rich and Poor in a Nordic Country. Educational Researcher. ISSN 0013-189X. 52(4). doi: 10.3102/0013189X221142596. Full text in Research Archive Show summary

  We study a decade of achievement gaps for fifth-, eighth-, and 10th-grade students in Norway using administrative population data. Norway is a wealthy and egalitarian country with a homogeneous educational system, yet achievement gaps between students at the 90th and 10th percentiles of parental income and between students whose parents have at least a master and at most a high school degree are found to be large (0.55–0.93 and 0.70–0.99 SD), equivalent to about 2 to 2.5 years of schooling, and increasing by grade level. Achievement gaps by parental income, but not by parental education, increased over the time period, underscoring the different ways these two socioeconomic status components relate to achievement and the potential for policy to alter gaps.

• Salvanes, Kari Vea; Reiling, Rune Borgan & Sandsør, Astrid Marie Jorde (2022). Do welfare counsellors help at-risk upper secondary school students? Economics of Education Review. ISSN 0272-7757. 89. doi: 10.1016/j.econedurev.2022.102271. Full text in Research Archive Show summary

  Counselling is considered to be an important policy tool to prevent early school leaving, yet little is known about the effect of counselling on student outcomes. We investigate the effect of a novel type of counselling in Norwegian schools: the student welfare counsellor. These counsellors are employed by local welfare offices but placed in upper secondary schools, serving as a link between the student and support services by addressing financial, health or family-related issues and helping students into appropriate welfare office programmes. Using a difference-in-differences approach with variation in treatment timing, we find that moving this counselling service to schools kept students in school longer, although completion rates in upper secondary education did not increase. Effects are more pronounced for students with a minority background. These results suggest that moving available services closer to students can influence the educational attainment of at-risk youth – at least in the short run.

• Bonesrønning, Hans; Finseraas, Henning; Hardoy, Ines; Iversen, Jon Marius Vaag; Nyhus, Ole Henning & Opheim, Vibeke [Show all 9 contributors for this article] (2022). Small-group instruction to improve student performance in mathematics in early grades: Results from a randomized field experiment. Journal of Public Economics. ISSN 0047-2727. 216. doi: 10.1016/j.jpubeco.2022.104765. Full text in Research Archive Show summary

  We investigate whether small-group instruction improves student performance in mathematics in the early grades using a large-scale RCT covering 159 Norwegian schools over four years. The students 7–9 years old - are pulled out from their regular mathematics classes into small, homogenous groups of 4–6 students for mathematics instruction for 3 to 4 h per week, for two periods of 4–6 weeks per school year. Unlike many other recent tutoring experiments, all students are pulled out, not only strug- gling students. In our intention-to-treat analysis, we find that students in treatment schools increased their performance by 0.06 of a standard deviation in national tests, with no differential effect by baseline test score level, parental education, or gender. Our study is particularly relevant for policy-makers seek- ing to use additional teaching resources to target a heterogeneous student population efficiently.

• Reiling, Rune Borgan; Salvanes, Kari Vea; Sandsør, Astrid Marie Jorde & Strøm, Bjarne (2021). The effect of central government grants on local educational policy. European Journal of Political Economy. ISSN 0176-2680. 69, p. 1–13. doi: 10.1016/j.ejpoleco.2021.102006. Full text in Research Archive Show summary

  The use of intergovernmental grants in educational policies may give rise to a conflict between gains attributable to local flexibility and the central government’s intention to narrow gaps in school spending and resource use across local jurisdictions. This paper estimates the impact on school resources of a Norwegian central government grant intended to decrease the student-teacher ratio in primary school (grades 1–4). The grant was given to the 100 municipalities with the highest student-teacher ratios out of more than 400 municipalities. Using a difference-in-differences approach, our results show that Norwegian municipalities did not increase teacher density in primary schools, despite receiving extra grants for this purpose. Though we cannot rule out that there was some take-up of our grant, we can exclude full take up. Our results suggest that strong enforcement mechanisms may be necessary for earmarked grants to affect local allocation of resources as intended by central governments, although this might come at the cost of reducing local flexibility.

• Sandsør, Astrid Marie Jorde; Falch, Torberg & Strøm, Bjarne (2021). Long-run effects of local government mergers on educational attainment and income. Oxford Bulletin of Economics and Statistics. ISSN 0305-9049. doi: 10.1111/obes.12441. Full text in Research Archive Show summary

  Local government mergers are an important policy issue in many countries, yet empirical evidence of the effects of merging and of local government size on the production and quality of local public services is scarce. We use the spatial and temporal variation in forced mergers between cities and their surrounding local governments in Norway to provide quasi-experimental evidence of the effect on long-run student outcomes. We find that the mergers increase students’ educational attainment by about 0.1 years and income by about 4%, suggesting that mergers improve long-run student outcomes through increased school productivity.

• Sandsør, Astrid Marie Jorde; Hovdhaugen, Elisabeth & Bøckmann, Ester (2021). Age as a merit in admission decisions for higher education. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-020-00662-8. Full text in Research Archive Show summary

  This paper uses register data to study how a particular age reward feature affects admission into two highly competitive study programs: medicine and law. The Norwegian admission system to higher education is centralized, and applicants compete in two quotas: one quota almost entirely based on grade point average from upper secondary education and one quota where students can compete with improved grades and where being older automatically increases the chance of acceptance, by awarding age points. For these study programs, we find that the admission system creates a waiting game, as gaining admission in the second quota is nearly impossible without accumulating a substantial amount of age points. If age predicts completion in higher education, this waiting game might be justified. However, if anything, we find the opposite to be true. Our paper suggests that age should carry less weight in admission decisions and that countries and/or higher education institutions should carefully consider how their admission system affects student incentives and how applicants are selected.

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• Melby-Lervåg, Monica; Sandsør, Astrid Marie Jorde; Rege, Mari & Markussen, Simen (2026). Lærdommen fra Pisa? Norge trenger bedre nasjonale målinger, ikke færre. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2026). Den akademiske arven. [Journal]. Forskerforum. doi: https:/www.forskerforum.no/reportasje/fodt-og-oppvokst-i-akademia-hvor-mye-har-det-a-si/. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2026). Sosial bakgrunn og akademiske karriereløp. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2026). The genetic lottery goes to school. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2026). Hvordan kan skolen spille mer på lag med elevenes biologi, og slik legge bedre til rette for utvikling og læring? Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2026). Fellesskolen – Hva nå? Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2026). The life cycle benefits of universal child care. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2026). Unlocking potential – How the combination of administrative, survey and genetic data can inform research in education. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2026). The genetic lottery goes to school: Better schools compensate for the effects of students’ genetic differences. Full text in Research Archive
• Hovdhaugen, Elisabeth; Skålholt, Asgeir; Lillebø, Otto Sevaldson; Kindt, Marianne Takvam; Ballo, Jannike Gottschalk & Helland, Håvard [Show all 8 contributors for this article] (2026). Avslutningsseminar Missing Middle: Hvordan går det med elever som fullfører med studiekompetanse og har gjennomsnittlige eller lave karakterer? Full text in Research Archive
• Nordtug, Maja & Sandsør, Astrid Marie Jorde (2026). Trenger vi en aldergrense på 16 år for sosiale medier? Ja, sier en av oss. Full text in Research Archive Show summary

  KRONIKK: En aldersgrense kan muligvis være med på å sette i gang diskusjonen om hvordan vi i praksis skal løse mange av problemene barn og unge utsettes for og føre til en felles norm.

• Sandsør, Astrid Marie Jorde (2025). Who wants to be a millionaire? An introduction to grant writing. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). Opptak til høyere utdanning. Full text in Research Archive
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Sandsør, Astrid Marie Jorde; Jensen, Fredrik & Jenset, Inga Staal (2025). Skolens tilstand: Hva er galt med skoledebatten? doi: https:/www.uio.no/om/aktuelt/universitetsplassen/domus-bibliotheca/arrangementer/2025/skolens-tilstand-hva-er-galt-med-skoledebatten. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). The Life Cycle Benefits and Costs of Universal Child Care. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). How can we use administrative data to inform research in education? Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). Ulikhet i utdanning – Hvem taper i skolesystemet? Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). Hva kan vi få svar på gitt ulike utdanningsdata? Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). Forskningsfunn feltet ikke vil ha? doi: https:/www.uio.no/om/aktuelt/universitetsplassen/domus-bibliotheca/arrangementer/2025/skolens-tilstand-hva-er-galt-med-skoledebatten. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). The Choice Architecture of Admission to Education (ArcEd). Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). Sosial ulikhet i akademia. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). Melding St. 28. Tro på framtida- uansett bakgrunn. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). Planning a successful academic career. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2025). How Boys May Benefit From ‘Redshirting’ in Kindergarten. [Journal]. Parents.com. Full text in Research Archive Show summary

  The idea of 'redshirting' boys in kindergarten is gaining traction. Here’s what parents need to know about the practice and how to decide if the decision is suitable for their families.

• Sandsør, Astrid Marie Jorde (2025). Dette må til hvis nivådeling i skolen skal gi effekt. [Journal]. Dagsavisen. Full text in Research Archive Show summary

  Nivådelt undervisning kan gi elevene bedre læring og utjevne sosiale forskjeller. Men det finnes mange fallgruver på veien, viser forskning.

• Sandsør, Astrid Marie Jorde (2025). Endelig kan vi forske på de sårbare barna. Full text in Research Archive Show summary

  Vi vet påfallende lite om sårbare barn og unge, for eksempel barn som mottar individuelt tilrettelagt opplæring (spesialundervisning) og barn som fall...

• Sandsør, Astrid Marie Jorde (2025). Vi trenger kunnskap. Full text in Research Archive Show summary

  Professor Solveig Østrem skriver i Klassekampen 20. februar at opprettelsen av nasjonale individregistre ikke tar barnas rettigheter på alvor og ignor...

• Sandsør, Astrid Marie Jorde (2024). The Life Cycle Benefits and Costs of Universal Child Care. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). The genetic lottery goes to school: Evidence from Norway. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Who wants to be a millionaire? Grant writing for newbs. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Barns utenforskap - Mekanismer, konsekvenser og tiltak. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Professor Lecture: From evidence to impact – Using research to influence educational policy. doi: https:/www.uv.uio.no/isp/om/aktuelt/arrangementer/professorforelesning-1.html. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Intervju on kjønnsforskjeller i engelsk i skolen. [TV]. NRK Helgemorgen. Full text in Research Archive
• Løken, Katrine Vellesen; Bhuller, Manudeep; Drugli, May Britt; Leiulfsrud, Håkon; Sandsør, Astrid Marie Jorde & Størksen, Ingunn [Show all 7 contributors for this article] (2024). Lytt til forskningsfronten - Vårt forslag om mer lekbasert læring i SFO og på første trinn vil bidra til at barn får lære gjennom praktiske erfaringer gjennom inkluderende lek og aktivitet. Full text in Research Archive
• Løken, Katrine Vellesen; Bhuller, Manudeep; Drugli, May Britt; Leiulfsrud, Håkon; Sandsør, Astrid Marie Jorde & Størksen, Ingunn [Show all 7 contributors for this article] (2024). Ja takk, begge deler. p. 22–22. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). The genetic lottery goes to school: Evidence from Norway. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Kvalitet i barnehagen – den neste velferdsreformen? Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Kan kulturlivet løse fremtidens kompetansebehov i arbeidslivet? Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). The genetic lottery goes to school: Evidence from Norway. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Sustained Effects of Small-Group Instruction in Mathematics. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). The Life Cycle Benefits and Costs of Universal Child Care. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). The Life Cycle Benefits and Costs of Universal Child Care. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Sustained Effects of Small-Group Instruction in Mathematics. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Et jevnere utdanningsløp - Barnehage og skole/SFO som innsats mot ulikhet blant barn   . Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Hvem skal få studere det de har lyst til å studere? Full text in Research Archive
• Sandsør, Astrid Marie Jorde & Salvanes, Kari Vea (2024). Mer smågruppeundervisning kan øke guttenes læring. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Smågruppeundervisning i skolen – et tiltak som fungerer. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Deltakelse på Helgemorgen, NRK. [TV]. Helgemorgen NRK. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Guttastemning! Slår jentene i engelsk. [Journal]. VG. Full text in Research Archive
• Bhuller, Manudeep; Leiulfsrud, Håkon; Løken, Katrine Vellesen; Sandsør, Astrid Marie Jorde; Størksen, Ingunn & Torvik, Fartein Ask (2024). – Vi anbefaler ikke å ta bort leken og barndommen fra barnehagen, tvert imot! Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Who may enter? Qualification and ranking in centralized admission systems to higher education. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Sustained Effects of Small-Group Instruction in Mathematics. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). The Life Cycle Benefits and Costs of Universal Child Care. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Sustained Effects of Small-Group Instruction in Mathematics. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). Et jevnere utdanningsløp Barnehage og skole/SFO som innsats mot ulikhet blant barn. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2024). The Life Cycle Benefits and Costs of Universal Child Care. Full text in Research Archive
• Løken, Katrine Vellesen; Bhuller, Manudeep; Drugli, May Britt; Leiulfsrud, Håkon; Sandsør, Astrid Marie Jorde & Størksen, Ingunn [Show all 7 contributors for this article] (2024). Bredt kunnskapsgrunnlag. 132(9), p. 30–30. Full text in Research Archive Show summary

  Systematisk utprøving viser at noe mer veiledet lek - i tillegg til den frie leken - ga viktig læring og utvikling før skolestart.

• Løken, Katrine; Bhuller, Manudeep; Drugli, May Britt; Leiulfsrud, Håkon; Sandsør, Astrid Marie Jorde & Størksen, Ingunn [Show all 7 contributors for this article] (2024). Sosiale forskjeller blir sterkere utover i utdanningsløpet. Hva kan gjøres? Full text in Research Archive
• Løken, Katrine Vellesen; Bhuller, Manudeep; Drugli, May Britt; Leiulfsrud, Håkon; Sandsør, Astrid Marie Jorde & Størksen, Ingunn [Show all 7 contributors for this article] (2024). Lekbasert læring har sterk støtte i forskning. Full text in Research Archive Show summary

  Forskning viser store forskjeller i kognitiv og sosial utvikling mellom barn av foreldre med lav utdanning versus foreldre med høy utdanning allerede i barnehagen. Og det fortsetter i skolen. Dette skjer i en barnehage hvor leken er sentral, men har liten plass i skolen. Forskning finner at barn utvikler seg gjennom fri og veiledet lek. I veiledet lek tilfører pedagogen leker og aktiviteter med en pedagogisk intensjon, men med vekt på barns medvirkning. Norsk forskning viser at femåringer som deltar i noe mer veiledet lek, scorer høyere på utvikling før skolestart, spesielt når barnehagelærer får kompetanseheving.

• Sandsør, Astrid Marie Jorde; Pedersen, Cathrine; Opheim, Vibeke & Solheim, Oddny Judith (2023). Webinar om forskning på lærertetthet. Full text in Research Archive
• Sandsør, Astrid Marie Jorde & Salvanes, Kari Vea (2023). Smågruppeundervisning i matematikk bedrer elevenes læringsresultater. Bedre Skole. ISSN 0802-183X. Bedre skole 2 2023. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2023). The effects of a free universal after school program on child academic outcomes. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2023). The eects of a free universal after school program on child academic outcomes. Full text in Research Archive
• Mathé, Nora Elise Hesby; Sandsør, Astrid Marie Jorde & Tjønndal, Anne (2023). Hvorfor er nordmenn så fanatisk opptatt av å gå på ski? Svar på ukens spørsmål i Morgenbladet. Morgenbladet. ISSN 0805-3847. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2023). Hva skal et opptakssystem løse? Prinsipper og avveiinger. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2023). Tett på utdanningsforsker Astrid M. J. Sandsør. [Internet]. Universitetsplassen UiOPodkast. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2023). Barn fra fattige familier ligger to og et halvt år etter barn fra rike familier på skolen. [Journal]. forskning.no. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2023). Hvorfor klarer ikke skolen å utjevne forskjeller mellom barn? [Journal]. forskning.no. Full text in Research Archive
• Lund, Bjarte Aarmo; Sandsør, Astrid Marie Jorde & Moen, Ole Martin (2022). Hva bør vi være mest redd for akkurat nå? Morgenbladet. ISSN 0805-3847. Full text in Research Archive
• Drange, Nina Eirin & Sandsør, Astrid Marie Jorde (2022). The effects of a free universal after-school program on child academic outcomes. Full text in Research Archive
• Drange, Nina Eirin & Sandsør, Astrid Marie Jorde (2022). The effects of a free universal after school program on child academic outcomes. Full text in Research Archive
• Sandsør, Astrid Marie Jorde; Korsvoll, Nils Hallvard; Sterri, Aksel Braanen; Liu, Dian & Delsett, Lene Liebe (2022). Vi trenger mer internasjonalisering, ikke mindre. Full text in Research Archive
• Lund, Bjarte Aarmo; Sandsør, Astrid Marie Jorde & Lison, Pierre (2022). Problemer på kontoret: Alltid jeg som må trakte kaffe. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2022). Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment. Full text in Research Archive
• Salvanes, Kari Vea; Opheim, Vibeke & Sandsør, Astrid Marie Jorde (2022). Flere lærere kan gi bedre elevresultater. Full text in Research Archive
• Elken, Mari; Sandsør, Astrid Marie Jorde & Dale, Ragnhild Freng (2021). Hva i alle dager er tverrfaglighet? Morgenbladet. ISSN 0805-3847. Full text in Research Archive
• Tjønndal, Anne; Sandsør, Astrid Marie Jorde & Korsvoll, Nils Hallvard (2021). Hvordan takle småpraten på julebordet? Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2021). Intervju om årets opptak til høyere utdanning. [Journal]. Dagens Næringsliv. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2021). Small Group Instruction to Improve Student Performance in Mathematics in Early Grades: Results from a Randomized Field Experiment. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2021). Intervju om årets opptak til høyere utdanning. [Journal]. Bergens Tidende. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2021). Intervju om årets opptak til høyere utdanning. [Journal]. Dagens Næringsliv. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2021). Intervju om fritt skolevalg. [TV]. NRK morgennytt. Full text in Research Archive
• Sandsør, Astrid Marie Jorde (2021). Intervju om årets opptak til høyere utdanning. [Journal]. Budstikka. Full text in Research Archive
• Løken, Katrine; Sandsør, Astrid Marie Jorde; Drugli, May Britt; Leiulfsrud, Håkon; Manudeep, Bhuller & Størksen, Ingunn [Show all 7 contributors for this article] (2024). Et jevnere utdanningsløp - Barnehage og skole/SFO som innsats mot ulikhet blant barn. Kunnskapsdepartmentet. Full text in Research Archive Show summary

  Barn av foreldre med lav utdanning har i gjennomsnitt svakere selvregulering, arbeidsminne og ordforråd, vansker med å tilpasse seg pedagogiske aktiviteter, og høyere forekomst av adferdsproblemer. Forskjellene kan man se allerede i barnehagen, og forskjellene er der i alle faglige tester i utdanningsløpet. Det er særlig urovekkende at sosiale forskjeller har en tendens til å bli sterkere utover i utdanningsløpet og at vi har sett økende forskjeller i Norge over de siste årene. Ekspertgruppens viktigste budskap er at barnehager, skoler og SFO kan og bør jobbe mer systematisk med å bidra til sosial utjevning og sosial mobilitet. Målet til ekspertgruppen har vært å foreslå tiltak som har til hensikt å påvirke barnas trivsel og helse, og deres faglige og sosioemosjonelle ferdigheter. Vi har prioritert tiltak som er sosialt utjevnende ved at de kan forventes i større grad å gagne svakt presterende elever fra familier med lavere sosioøkonomisk bakgrunn. Ekspertgruppen har utviklet en modell for å beregne langtidseffekter og kostnadseffektivitet av ulike tiltak for å berede grunnen for en helhetlig tilnærming i arbeidet med sosial utjevning. Anbefalingene vil fokusere på å omfordele og øke ressurser til det som virker. I lys av dette foreslår ekspertgruppen å øke kvaliteten i barnehager gjennom styrket profesjonsutvikling av ansatte og systematisk lekbasert læring og veiledet lek, kombinert med full bemanning i hele barnehagens åpningstid. Ekspertgruppen foreslår videre en bedre overgang mellom barnehagen og skolen gjennom økt pedagogisk samarbeid mellom barnehager og skole/SFO i form av veiledet lek, og økt kvalitet i SFO ved blant annet profesjonsutvikling av ansatte. Når det gjelder å styrke elevenes faglige ferdigheter, anbefaler ekspertgruppen bruk av intensiv smågruppeundervisning for svakt presterende elever. Ekspertgruppen foreslår en omfordeling av midlene som er bundet opp i dagens lærernorm i skolen, til mer effektiv bruk av voksenressurser, i intensiv smågruppeundervisning og mer systematisk arbeid med sosioemosjonelle ferdigheter, i noen grad målrettet til skoler der det er ekstra behov for dette på grunn av levekårsutfordringer. Ekspertgruppen kommer i tillegg med en rekke andre anbefalinger. Vi anbefaler ansvarliggjøring av skoler og kommuner i tilfeller der vedtak om spesialundervisning ikke følges opp, at det utarbeides planer for hvordan man skal sikre kompetent bemanning i barnehager og skoler både på kort og lang sikt, at det vurderes (igjen) hvorvidt gratis skolemat skal tilbys, og gir støtte til Skjermbruksutvalgets forslag om å evaluere nasjonale retningslinjer, med sikte på å innskrenke uheldig skjermbruk for barn i barnehager og skoler. Ekspertgruppen anbefaler også å styrke kunnskapsgrunnlaget rundt sosial ulikhet i barndommen gjennom å etablere nasjonale forløpsregistre om barn i barnehager og skoler.

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