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| Autoren | Skopek, Jan; Dronkers, Jaap |
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| Institution | Istituto Universitario Europeo (San Domenico di Fiesole). European Forum |
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| Titel | Performance in secondary school in German states. A longitudinal three-level approach. |
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| URL | http://apps.eui.eu/Personal/Dronkers/English/Skopek.pdf |
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| Erscheinungsjahr | 2015 |
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| Seitenzahl | 32 S. |
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| Verlag | San Domenico di Fiesole, Italy: European University Institute |
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| Reihe | Working paper |
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| Dokumenttyp | Monographie; Graue Literatur; online |
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| Beigaben | Literaturangaben, Tabellen, Anhang |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Bildungspanel (NEPS) |
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| Schlagwörter | Bildungssystem; Einflussfaktor; Schulleistung; Sekundarstufe II; Vergleichsuntersuchung; Leistungsmessung; Soziale Ungleichheit; Schülerleistung; Dreidimensionalität; Modell |
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| Abstract | This paper contributes to the ongoing debate on how educational systems impact on academic performance in secondary schools by studying the impact of tracking on achievement in secondary education in Germany. We exploit federal heterogeneity in the 16 German states’ educational systems by classifying them into three tracking regimes. Using recent, representative, and longitudinal from the NEPS, our study overcomes three severe methodological drawbacks of previous research on the impact of tracking and educational differentiation on level and (social) inequality in achievement: (1) the exclusion of the mediating level of schools, (2) the reliance on cross-sectional data, (3) the failure to account for students’ prior ability especially before tracking occurred. Our findings based on a three-level model incorporating states, schools and students highlight the importance of accounting for the mediating role of schools when analyzing effects of educational systems but also the importance of including prior abilities in the study of secondary school performance. (Orig.). |
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| Förderkennzeichen | 01GJ0888 |
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