No Matthew effects and stable SES gaps in math and language achievement growth throughout schooling: Evidence from Germany.

Autor/in	Nennstiel, Richard
Titel	No Matthew effects and stable SES gaps in math and language achievement growth throughout schooling: Evidence from Germany. Gefälligkeitsübersetzung: Keine Matthäus-Effekte und stabile SES-Unterschiede bei den Mathematik- und Sprachleistungen während der gesamten Schulzeit: Erkenntnisse aus Deutschland.
Quelle	In: European sociological review, 39 (2023) 5, S. 724-740Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0266-7215; 1468-2672
DOI	10.1093/esr/jcac062
Schlagwörter	Soziale Herkunft; Sekundarstufe I; Sekundarstufe II; Grundschule; Gymnasium; Schüler; Schulleistung; Deutschunterricht; Sprachunterricht; Fremdsprachenkenntnisse; Mathematik; Sozioökonomischer Faktor; Auswirkung; Entwicklung; NEPS (National Educational Panel Study); Deutschland
Abstract	"The extent to which achievement gaps become wider or narrower over the course of schooling is a topic that is widely discussed, both publicly and in educational research. This study examines whether absolute achievement (in language and math skills) and social origin gaps grow throughout the school career. To investigate the achievement growth of three German student cohorts (N = 14,273) at different stages of their school career (primary school, lower secondary school, and upper secondary school), I use multilevel models to estimate the effects of prior achievement and social origin on achievement growth. The results consistently suggest a negative association between prior achievement and subsequent growth; hence, initially low-performing students have higher achievement gains than initially high-performing students. Additionally, I find that social origin gaps remain stable over time. However, when controlling for initial achievement, slightly growing socio-economic status gaps can be observed." The study refers to the period 2010-2016. (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2024/1