Narrowing the gap? The role of all-day schools in reducing educational inequality in Germany.

Autor/inn/en	Fischer, Natalie; Theis, Désirée; Züchner, Ivo
Titel	Narrowing the gap? The role of all-day schools in reducing educational inequality in Germany.
Quelle	In: International journal for research on extended education, 2 (2014) 1, S. 79-96Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:22980
URN	urn:nbn:de:0111-pedocs-229804
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Bildungschance; Chancengleichheit; Soziale Ungleichheit; Sozioökonomischer Status; Elternverhalten; Schuljahr 09; Sekundarbereich; Ganztagsschule; Schulerfolg; Außerunterrichtliche Betreuung; Ungleichheit; Deutschland
Abstract	The introduction of all day-schools in Germany was due in part to the results of the Programme for International Student Assessment (PISA) study 2000, which revealed a striking social inequality in the German education system. It was expected that in all-day schools especially "at risk" groups would be supported and thus the gap in achievement based on socioeconomic status (SES) would be narrowed; however, few studies have explored this. In this paper the potential of all-day secondary schools is investigated through analysis of data from a nationwide study on the development of all-day schools (StEG [Studie zur Entwicklung von Ganztagsschulen]). The findings support the idea that all-day schools could help to narrow the gap between low and high SES students in several ways. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2