This contribution deals with the differential effects of process-related (using the example of family promotion) and structural aspects (exemplified by SES) of the family on the development of language achievement – in addition to effects of intensive attendance at extended education. Moreover, possible compensatory effects of extended education with regard to social disparities were investigated in a longitudinal study with a sample of N = 295 students at 35 primary schools in 11 cantons in the German-speaking part of Switzerland. Results showed that, in addition to extended education, the process-related family aspect family promotion had a greater impact on the development of language achievement than the structural family aspect socio-economic status from the end of Grade 1 to the end of Grade 3. Extended education did not succeed in compensating for children’s unfavorable social background, either in terms of low socio-economic status or in terms of family promotion

Keywords
All-day schools; Socio-economic status; Family promotion; Academic achievement; Compensatory effect