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Leistungsgerechtigkeit und Bildungsungleichheit | KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie

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Leistungsgerechtigkeit und Bildungsungleichheit - KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie

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The question of the contribution is whether and how the limitation of freedom of choice by binding recommendations for the transition to higher educational tracks after elementary school changes the effects of prior performance on the one hand and of social background on the other. Aim is the systematization of different approaches and findings by a comprehensive theoretical model for effects of ability tracking and its empirical test using data of the of the “National Educational Panel Study” (NEPS) for the different regulations in the German country states. The central finding is that effects of social background are not changed with binding recommendations, but that performance equity, understood as degree of the coupling of attainment with performances in elementary school resp. cognitive abilities of the children, increases. A system that aims to improve educational competencies through cognitive homogenization of schools and school classes should therefore strive to strengthen the selectivity by cognitive abilities and achievements instead of trying to open and liberalize regulations, especially in order to prevent deviations in transitions from recommendations for the higher track to a lower one—especially for the talented children from lower classes with such a recommendation for the higher track.

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Leistungsgerechtigkeit und Bildungsungleichheit

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KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie - Der Beitrag untersucht die Frage, ob die Einschränkung der Wahlfreiheit beim Übergang in die Sekundarstufe durch...

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