Inequality in Transitions to Secondary School and Tertiary Education in Germany

Neugebauer, Martin; Reimer, David; Schindler, Steffen; Stocké, Volker

doi:10.11126/stanford/9780804783026.003.0003

Cited by 57 publications

(36 citation statements)

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“…The responsibility of vocational training is delegated largely to employers. At the postsecondary phase, it is estimated that 59% of students enter vocational training (Neugebauer et al 2013). A feature in the German system is that a special form of vocational tertiary education exists that prepares for professions (e.g., teaching, health care, computer programming).…”

Section: Appendix Bmentioning

confidence: 99%

“…Gymnasium prepares for the Abitur, the university entrance examination. Students finishing the Hauptschule and Realschule, which comprises about two-thirds of all students (Neugebauer et al 2013), typically enter vocational training after their secondary school. It must be said that comprehensive education is extended in the secondary schools organized as Gesamtschulen, although the size of this type of comprehensive education varies considerably across German states (Länder).…”

Section: Appendix Bmentioning

confidence: 99%

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School-to-Work Linkages in the United States, Germany, and France

DiPrete

Eller

Bol

et al. 2017

American Journal of Sociology

134

111

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A new research agenda is proposed for assessing the strength of linkages between educational credentials, including fields of study, and occupational positions. The authors argue that a theoretically fruitful conception of linkage strength requires a focus on granular structure as well as the macroinstitutional characteristics of pathways between education and the labor market. Building on recent advances in the study of multigroup segregation, the authors find that Germany has stronger overall linkage strength than France or the United States. However, the extent to which the three countries differ varies substantially across educational levels and fields of study. The authors illustrate the substantive importance of the new approach by showing, first, that the standard organization space/qualification space distinction poorly describes the contemporary difference between Germany and France and, second, that relative mean occupational wages in Germany and the United States vary directly with the relative linkage strength for occupations in the two countries.

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Section: Appendix Bmentioning

confidence: 99%

Section: Appendix Bmentioning

confidence: 99%

School-to-Work Linkages in the United States, Germany, and France

DiPrete

Eller

Bol

et al. 2017

American Journal of Sociology

134

111

View full text Add to dashboard Cite

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“…In Germany, enrollment in bachelor's programs at research universities and universities of applied sciences requires a university entrance qualification: the Abitur or Fachabitur. 6 Hence, the first major barrier for less-privileged children to eventually enter college is still the transition after elementary school (Neugebauer et al 2013): The Abitur can be obtained at the Gymnasium that starts in grade 5 in most German states and in grade 7 in Berlin and Brandenburg. But most German states have established additional university-preparatory tracks at comprehensive schools and/or at vocational schools (e.g., the so-called "vocational Gymnasium" in Berlin or Baden-Württemberg).…”

Section: The German Tertiary Education Systemmentioning

confidence: 99%

Applying to college: Do information deficits lower the likelihood of college-eligible students from less-privileged families to pursue their college intentions?

Ehlert

Finger

Rusconi

et al. 2017

Social Science Research

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Information deficits are considered an important source of why students from less-privileged families do not enroll in college, even when they are college-eligible and intend to go to college. In this paper, we examine whether correct and detailed information on the costs of and returns to higher education increases the likelihood of college applications of less-privileged high school graduates who expressed college intentions in their junior high school year. We employ an experimental design with a randomly assigned 25-minute information treatment about funding opportunities for, and returns to, higher education given at Berlin schools awarding university entrance qualifications. Our analyses show that our information treatment indeed substantially increases the likelihood of treated less-privileged students to apply to college. Our study indicates that our low-cost provision of financial information not only increased their college knowledge but also substantially changed their college application behavior, despite other existing barriers, like economic constraints.

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“…Research in Germany found that secondary effects of parents' education and occupational class account for about 40 to 60% of differences in children's transition rates to the secondary school track (Neugebauer, 2010;Neugebauer, Reimer, Schindler, & Stocké, 2013). By comparison, in Sweden, most of the differences in educational attainment can be attributed to primary effects of wealth (Hällsten & Pfeffer, 2017;Hällsten & Thaning, 2018), while in the United States, the secondary effects of wealth seem to dominate (Elliott et al, 2011).…”

Section: Transition To Secondary Schoolmentioning

confidence: 99%

Wealth Stratification in the Early School Career in Germany

Dräger¹,

Müller²

2019

Preprint

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Recent research has established parental wealth as an important determinant of children’s educational achievement. However, parental wealth is often ignored in research on social inequality in education, or its influence is only considered at later stages of children’s educational careers. Our paper contributes to this research by examining the relationship between parental wealth and (1) children’s math competences at the beginning of primary school; (2) the development of children’s competences throughout primary school; and (3) children’s transition from primary to secondary school. We are looking at Germany, where the early ability tracking may make an early investment in education particularly important. Analyzing data from the German National Educational Panel Study, we find that parental wealth has a distinct association with children’s educational outcomes that adds to social disparities by other measures of parents’ socioeconomic status (SES). Our results indicate that children in wealthy households have higher competences already in the first grade. This advantage remains stable throughout primary school and translates into a higher probability to attend the highest secondary school track. Moreover, children in these wealthy households are more likely to attend the highest secondary school track, net of differences in competences and performance. Our results imply that ignoring wealth as a component of parental SES leads to an underestimation of the level of social inequality in education in Germany.

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Inequality in Transitions to Secondary School and Tertiary Education in Germany

Cited by 57 publications

References 0 publications

School-to-Work Linkages in the United States, Germany, and France

School-to-Work Linkages in the United States, Germany, and France

Applying to college: Do information deficits lower the likelihood of college-eligible students from less-privileged families to pursue their college intentions?

Wealth Stratification in the Early School Career in Germany

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