Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Abstract: This paper examines to what extent distance to the nearest university affects school leavers' intentions to enroll in higher education. Furthermore, we investigate the mechanisms underlying the relationship between the proximity of universities and the intention to study. Terms of use: Documents inFor this purpose, we draw on data from the DZHW Panel Study of School Leavers with a Higher Education Entrance Qualification in the years 1999-2010. There is evidence of direct and indirect effects of anticipated financial costs of distance to university on the decision to study. In addition, we find that emotional costs moderate the observed association. In the former East German states, the proximity of universities plays a less substantial role. The new states show a socio-structurally uneven distribution of individuals with higher education entrance qualifications regarding distance to the nearest university.

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Although residential sorting along socio-economic lines has increased in many cities across Europe, few studies have examined what drives changes in segregation over time. This study looks at the role of school choice expansion in shaping patterns of spatial inequality. We adopt a longitudinal perspective and investigate how the increasing availability of private primary schools is related to the dynamics of socio-economic segregation in German cities. Drawing on a uniquely compiled data set for the years 2005 to 2014 that includes 74 large and medium-sized cities with over 3500 districts, we estimate linear panel regression models with city fixed effects. The analyses show that an increase in the share of private primary schools is associated with a decrease in the segregation of poverty in West German cities but not in East German ones. The association in West Germany is particularly pronounced in local contexts characterised by growing rates of poor residents and growing proportions of young children. Results imply that school choice availability may promote residential integration and at the same time reinforce school segregation.

Zusammenfassung: Dieser Beitrag geht der Frage nach, wie Übergewicht und Adipositas (Fettleibigkeit) deutscher Mäd-chen und Jungen mit ihrem Schulerfolg zusammenhängen. Auf der Basis des Kinder-und Jugendgesundheitssurveys (KiGGS) und des Mikrozensus 2009 wird die Assoziation des Body-Mass-Index mit der Mathematik-und Deutschnote sowie dem Gymnasialübergang untersucht. Die Ergebnisse zeigen, dass Jungen und Mädchen schlechtere Noten in Mathematik aufweisen und seltener das Gymnasium besuchen, wenn sie adipçs sind. Zudem haben auch übergewich-tige Jungen eine geringere Chance auf den Gymnasialübergang. Bei adipçsen Mädchen sind die schlechteren Mathematiknoten teilweise darauf zurückzuführen, dass sie häufiger gehänselt werden und dies in Form eines geringeren Selbstwertes internalisieren sowie über Verhaltensprobleme externalisieren. Gesundheitliche Probleme oder Persçnlichkeits-eigenschaften sind nicht für die schlechteren Noten von Kindern mit Adipositas verantwortlich.Summary: This article investigates whether overweight and obesity among German students are associated with their educational success. Based on the KiGGS study (Study on the Health of Children and Young People in Germany) and the Microcensus 2009, we analyze the relationship between Body Mass Index and grades in mathematics and German as well as the transition to upper secondary school. The results show that both obese boys and girls have lower grades in mathematics and a lower probability of attending upper secondary school. Furthermore, overweight boys' chances of making the transition to this school type are reduced. For obese girls, we find that their weaker school results in mathematics can partially be explained by the fact that they are teased more frequently, resulting in a lower self-esteem (internalization) and behavior problems (externalization). Health problems or personal characteristics do not account for poorer grades of children with obesity.

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