How does exposure to a different school track influence learning progress? Explaining scissor effects by track in Germany

Traini, Claudia; Kleinert, Corinna; Bittmann, Felix

doi:10.1016/j.rssm.2021.100625

Cited by 17 publications

(12 citation statements)

References 54 publications

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“…Likewise, concerning the second factor, existing research largely supports the claim that children in higher tracks have larger achievement gains than children on lower tracks (Traini, Kleinert and Bittmann, 2021;Triventi, Barone and Facchini, 2021), and children who attend advanced courses have larger achievement gains than children who attend remedial courses (Domina, 2014). Potential reasons for this are the more challenging curricula, more qualified or motivated teachers, higher teachers' expectations, more favorable learning environments, more resources, students profiting from their peers, and stigma attached to attending lower tracks (Gamoran, 2010;Maaz et al, 2008).…”

Section: Trackingmentioning

confidence: 92%

The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school: a longitudinal analysis in France, Germany, the United States, and England

Dräger,

Schneider,

Olczyk

et al. 2023

European Sociological Review

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There is substantial variation in the degree of social stratification in students’ achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely, parents’ education, for achievement inequalities during lower secondary school using recent longitudinal microdata form the French Direction de l’Evaluation de la Prospective et de la Performance panel, the German National Educational Panel Study, the US-American Early Childhood Longitudinal Study 1998, and the British Millennium Cohort Study. We evaluate whether country differences can be attributed to different tracking systems or the social composition of schools. We find substantial SES gaps in math achievement progress in all four countries but more pronounced gaps in England and Germany. Yet, within-school SES gaps are similar across countries suggesting that the allocation of students to schools drives country differences. Moreover, we find that between-school tracking in Germany accounts for a large share of the SES gaps, whereas course-by-course tracking seems less important in the other countries. The role of schools’ social composition is similar across countries.

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Section: Trackingmentioning

confidence: 92%

The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school: a longitudinal analysis in France, Germany, the United States, and England

Dräger,

Schneider,

Olczyk

et al. 2023

European Sociological Review

View full text Add to dashboard Cite

show abstract

“…Likewise, concerning the second factor, existing research largely supports the claim that children in higher tracks have larger achievement gains than children on lower tracks (Traini, Kleinert and Bittmann 2021;Triventi, Barone and Facchini 2021), and children who attend advanced courses have larger achievement gains than children who attend remedial courses (Domina 2014;Gamoran and Hannigan 2000). Potential reasons for this are the more challenging curricula, more qualified or motivated teachers, higher teachers' expectations, more favorable learning environments, more resources, students profit from their peers and their peer's high aspirations, and stigma attached to attending lower tracks (Gamoran 2010;Maaz et al 2008).…”

Section: Trackingmentioning

confidence: 92%

The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school. A longitudinal analysis in France, Germany, the United States, and England

Dräger¹,

Schneider²,

Olczyk³

et al. 2022

Preprint

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There is substantial variation in the degree of social stratification in students’ achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely parents’ education, for achievement inequalities during lower secondary school using recent longitudinal microdata for France, Germany, the United States, and England, and evaluate whether country differences can be attributed to different tracking systems or the social segregation of schools. We find substantial SES-gaps in math achievement progress in all four countries but more pronounced gaps in England and Germany. Yet, within school SES-gaps are similar across countries suggesting that the allocation of students to schools drives country differences. Moreover, we find that between-school tracking in Germany accounts for a large share of the SES-gaps, whereas course-by-course tracking seems less important in the other countries. The role of schools’ social segregation is similar across countries.

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“…B. Downey & Condron, 2016;Skopek & Passaretta, 2021;Traini et al, 2021;eine Ausnahme: Erdmann et al, 2022). Dabei werden die Ursachen für soziale Disparitäten im Bildungserwerb prinzipiell außerhalb von Schule verortet, etwa in unterschiedlichen familiären Sozialisationsbedingungen, elterlichen Bildungserwartungen und -entscheidungen, einer verfehlten frühkindlichen institutionellen Förderung sowie sozialpolitischen Schieflagen, die zusammengenommen eine solch hohe Determinationskraft entfalten, dass es -trotz der moderierenden Wirkung von Schule -letztendlich zu einer intergenerationalen Vererbung von Bildung (und Bildungsarmut) komme.…”

Section: Welche Rolle Wird Schule Mit Blick Auf Die Genese Von Bildun...unclassified

Editorial zum Schwerpunktthema: Was kann die Einzelschule gegen Bildungsungleichheit ausrichten? Eine kritische Auseinandersetzung mit Prämissen, Ansätzen und Praktiken der Schulentwicklung(sforschung)

Sendzik,

Edelstein,

Hermstein

et al. 2023

DDS

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In den letzten Jahren steht ein die Autonomie der Einzelschule betonender Reformansatz (wieder) hoch im Kurs: Schulen in sogenannter sozial schwieriger Lage sollen (dazu befähigt werden,) Unterricht, Personal, Schulkultur, organisatorische Abläufe, Kooperationsbeziehungen u. a. m. so weiter(zu)entwickeln, dass soziokulturell benachteiligte Schüler*innen bessere Bildungschancen erhalten und soziale Ungleichheiten abgebaut werden. Dabei nimmt das Thema Schulautonomie auf der bildungspolitischen Agenda der Länder, aber auch des Bundes, seit langem einen zentralen Stellenwert ein: Unter dem Eindruck der lähmenden parteipolitischen Konflikte, die sich seit den 1970er-Jahren um schulstrukturelle Fragen entsponnen hatten, aber auch angesichts der nüchternen Erkenntnis, dass es Schulverwaltungen mit dem Ansetzen an systemischen Stellschrauben nicht gelungen ist, dem altbekannten Problem der Bildungsungleichheit substanziell etwas entgegenzusetzen, verlagerte sich der reformpolitische Fokus von Fragen der Systemgestaltung auf die Ebene der Einzelschule. Spätestens in den 1990er-Jahren galt sie dann als Motor der Entwicklung im Schulwesen (Rolff, 2007). Schulentwicklung lautet seither das Schlagwort für eine dezentralisierte Reformstrategie, die mit "kontextsensiblen" Lösungen an den konkreten Problemen vor Ort ansetzen soll. Schulleitungen, Lehrkräfte und andere Akteur*innen vor Ort, so die Annahme, seien ob ihrer Nähe zum Geschehen am ehesten in der Lage, Stra-

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How does exposure to a different school track influence learning progress? Explaining scissor effects by track in Germany

Cited by 17 publications

References 54 publications

The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school: a longitudinal analysis in France, Germany, the United States, and England

The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school: a longitudinal analysis in France, Germany, the United States, and England

The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school. A longitudinal analysis in France, Germany, the United States, and England

Editorial zum Schwerpunktthema: Was kann die Einzelschule gegen Bildungsungleichheit ausrichten? Eine kritische Auseinandersetzung mit Prämissen, Ansätzen und Praktiken der Schulentwicklung(sforschung)

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