Untracked or off-track? Inequality of educational opportunity and comprehensive schools in Germany

未追踪或偏离轨道？

• 批准号: 323953877
• 负责人: Dr. Camilla Borgna
• 金额: --
• 依托单位: Wissenschaftszentrum Berlin für Sozialforschung gGmbH (WZB)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2016
• 资助国家: 德国
• 起止时间: 2015-12-31 至 2017-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/323953877?language=en
• 关键词: Untracked; off; track; Inequality; educational

Social inequalities in educational attainment are an inherent feature of modern societies. However, the degree to which individual educational outcomes are affected by social origin varies across institutional contexts (Shavit and Blossfeld 1993; Erikson and Jonsson 1996; Breen et al. 2009). The comparably strong educational inequalities existing in Germany are often attributed to the rigid structure of its school system, where students are channeled early on into distinct school tracks that define the boundaries of their future educational pathways. In recent years, a number of reforms have introduced elements of flexibility in the German tracking system, with the purported aim of reducing inequality of educational opportunities. Notably, the rise of comprehensive schools as an alternative to the traditional school tracks could open up new educational chances for students from disadvantaged backgrounds. However, we know remarkably little about who gets access to comprehensive schools and what the consequences of attending such schools for students' educational achievement and attainment are.The aim of the proposed project is to investigate whether, for whom, and under which contextual conditions comprehensive schools can increase educational opportunities. In particular, the project intends firstly to examine which individual and institutional factors affect students' chances of access to comprehensive schools, and secondly whether attending a comprehensive school enhances students' chances of competence development and secondary-school attainment. In both research stages, particular attention will be given to the heterogeneity of the effects across different records of school performance and social background. The contribution of the project would therefore be two-fold. On a substantive level, the project aims at understanding whether comprehensive schools can keep the promise of reducing the stark inequalities of opportunity existing in the German educational system. On a theoretical level, it aims at deepening our understanding of the processes through which on the one hand the social selectivity of comprehensive schools and on the other hand their influence on students' achievement and attainment, take place. The project will focus on students who entered comprehensive schools in 2010/11 by analyzing data from the National Educational Panel Study (NEPS). Starting cohorts 3 and 4 will be matched in order to obtain an extended panel from 5th to 13th grade.

教育程度方面的社会不平等是现代社会的一个固有特征。然而，个人教育成果受社会出身影响的程度在不同的制度背景下有所不同（Saught和Blossfeld 1993; Erikson和Jonsson 1996; Breen et al. 2009）。德国存在的严重的教育不平等往往归因于其学校系统的僵化结构，在这种结构中，学生很早就被引导进入不同的学校轨道，这些轨道定义了他们未来教育道路的边界。近年来，一些改革在德国的跟踪系统中引入了灵活性因素，据称目的是减少教育机会的不平等。值得注意的是，综合学校作为传统学校轨道的替代方案的兴起可以为来自弱势背景的学生开辟新的教育机会。然而，我们对谁能进入综合学校以及进入这些学校对学生的教育成就和成就有什么影响知之甚少，拟议项目的目的是调查综合学校是否、为谁以及在何种背景条件下能够增加教育机会。具体而言，该项目打算首先审查哪些个人和机构因素影响学生进入综合学校的机会，其次审查进入综合学校是否增加了学生能力发展和中学学业成绩的机会。在这两个研究阶段中，将特别注意在不同的学校表现和社会背景的记录的影响的异质性。因此，该项目的贡献是双重的。在实质性层面上，该项目旨在了解综合学校是否能够兑现减少德国教育系统中存在的严重机会不平等的承诺。在理论层面，它旨在加深我们对综合学校的社会选择性及其对学生成绩和成就的影响的过程的理解。该项目将通过分析国家教育小组研究的数据，重点关注2010/11学年进入综合学校的学生。开始队列3和4将匹配，以获得从5年级到13年级的扩展面板。