Der Einfluss schulrechtlicher Reformen auf Bildungsungleichheiten zwischen den deutschen Bundesländern

Jähnen, Stefanie; Helbig, Marcel

doi:10.1007/s11577-015-0338-1

Cited by 20 publications

(5 citation statements)

References 16 publications

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“…High-ability pupils are allocated to the highest track (Gymnasium) and typically leave school after 12 or 13 years of schooling with an upper-secondary qualification, which allows them to enrol in university. The secondary track placement of children is based on the recommendation of primary school teachers and on the preference of parents (Jä hnen and Helbig, 2015). 1 The transition to secondary education is a crucial point in the educational trajectory of German youth.…”

Section: The German Education System and The Compulsory Schooling Reformmentioning

confidence: 99%

“…1 The relative importance of teacher recommendations and parental preferences for the secondary track placement of children varies across German states (Jä hnen and Helbig, 2015). 2 In Germany, education policy is in the hands of the individual Bundeslä nder, which generally coordinate their activities through framework agreements made by the Ministers of Culture Conference (Kultusministerkonferenz) (Mü ller et al, 1998).…”

Section: Notesmentioning

confidence: 99%

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Fostering Equality of Opportunity? Compulsory Schooling Reform and Social Mobility in Germany

Betthäuser¹

2017

European Sociological Review

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There is an ongoing debate in the field of social mobility research about whether intergenerational social mobility can be increased by way of education policy. However, evidence on the effects of specific education policies on social mobility continues to be scarce. This article analyses the effect of one specific policy reform, the extension of compulsory schooling in Germany, which has been argued to have led to a decrease in educational inequality and an increase in social mobility. Using a differencein-difference design, the article exploits the variation in the timing of the reform across German states to estimate the reform effect on the educational attainment and labour market chances of individuals from different social class backgrounds. We find that the reform resulted in a substantial narrowing of the gap in educational attainment between different social origin groups. This decline in educational inequality further translated into a reduction in the inequality in labour market chances between people from different social class backgrounds, thus increasing intergenerational social mobility. Our findings suggest that educational policy can lead to substantial increases in intergenerational social mobility, which may have been overlooked in past research on societal-level, long-run trends in social mobility.

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Section: The German Education System and The Compulsory Schooling Reformmentioning

confidence: 99%

Section: Notesmentioning

confidence: 99%

Fostering Equality of Opportunity? Compulsory Schooling Reform and Social Mobility in Germany

Betthäuser¹

2017

European Sociological Review

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“…In many cases these environmental variables relate to the family environments of the twins. For example, the tracking decision for children is particularly influenced by the family resources and the decisions taken by the parents (Ditton & Krüsken 2006;Jähnen & Helbig 2015). Therefore, the source of a possible bias violating EEA can be located primarily inside the family.…”

Section: Discussionmentioning

confidence: 99%

Trait-specific testing of the equal environment assumption: The case of school grades and upper secondary school attendance

Mönkediek

2021

JFamRes

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Objective: This paper tests the equal environment assumption for school grades and upper secondary school attendance and describes the conditions under which violations are problematic. Background: A growing number of sociologists use twin-based research designs, particularly the Classical Twin Design (CTD), to differentiate between genetic and social causes of social inequalities. One key assumption of CTD is that environmental influences are shared by monozygotic and dizygotic twins to the same extent; called the equal environment assumption (EEA). This assumption is frequently contested and the target of concern, because violation can result in an overestimation of heritability and an underestimation of the role of the social environment. Method: Using data from the first wave of the German TwinLife study, the paper illustrates two approaches to test EEA for school grades and enrolment in upper secondary school (Gymnasium). The analysis is based on a sample of twins (N = 1,576) aged ten to twelve years. Results: The results show that the approaches are able to detect violations of EEA (though in different ways), depending on the environmental variables that might causally be involved in trait variance. Only in one case was a violation was observed; it had no effect on heritability estimates. Conclusion: While EEA holds for school grades, violations do not automatically invalidate CTD in case of upper secondary school attendance.

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“…The focus so far has rather been on socially unequal educational trajectories at the national level [1,[21][22][23][24][25]. In addition, although a number of studies do exist that compare the states regarding the effects of individual school policy reforms [26][27][28], these studies are of limited applicability to the question of how school policy configurations (understood as the totality of school policy regulations) play out between the states as a whole. Considering all the studies on individual educational reforms together does not yield a clear picture of their effects on inequality of educational outcomes between the states, within states over time, and on social differences in the context of educational expansion.…”

Section: Research Context and Relevancementioning

confidence: 99%

“…Rather, we assume that it is the combination of different legal regulations (structures and/or content) as school policy "regimes" that influences educational trajectories. Jähnen and Helbig [28], for example, examining the transition to secondary schools, find evidence that changes in school law cause not only parents to change their educational behavior but also teachers. As a result, individual school reforms do not change educational pathways.…”

Section: Studies On the Impact Of School Reforms On Educational Expan...mentioning

confidence: 99%

What Drives Regional Disparities in Educational Expansion: School Reform, Modernization, or Social Structure?

Helbig

Sendzik

2022

Education Sciences

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The aim of this study is to empirically investigate the reasons for regional disparities in educational expansion in Germany (i.e., rising rates of general university entrance qualification) on the basis of theoretically relevant influencing factors: changes in school policies, changes in social structure, or general social modernization processes. We pay special attention to the legal framework of schools, which has changed at different times in the German states. Our analysis is based on data from the National Educational Panel Study and on a database on the development of schooling regulations in the German states after World War II. For the analysis, we use two-way crossed random-effects models. Our analyses show that the modernization of school structures is only associated with increasing individual opportunities to access higher school education. However, this association disappears when controlling for social structure and cohort sequence. Rather, the educational expansion of the recent decades is characterized by a changed social structure and, in small parts, by general social modernization processes. In light of our findings, we argue that educational policy adapts school structures to societal changes, opens up new opportunities, yet at the same time reproduces and exacerbates educational inequality.

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Der Einfluss schulrechtlicher Reformen auf Bildungsungleichheiten zwischen den deutschen Bundesländern

Cited by 20 publications

References 16 publications

Fostering Equality of Opportunity? Compulsory Schooling Reform and Social Mobility in Germany

Fostering Equality of Opportunity? Compulsory Schooling Reform and Social Mobility in Germany

Trait-specific testing of the equal environment assumption: The case of school grades and upper secondary school attendance

What Drives Regional Disparities in Educational Expansion: School Reform, Modernization, or Social Structure?

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