German-Style Shadow Education. The Role of Private Tutoring for School Allocation in a Highly Stratified Education System.

Autor/inn/en	Entrich, Steve Richard; Lauterbach, Wolfgang
Titel	German-Style Shadow Education. The Role of Private Tutoring for School Allocation in a Highly Stratified Education System. Gefälligkeitsübersetzung: Schattenunterricht im deutschen Stil: Die Rolle privater Nachhilfe für die Schulzuteilung in einem stark geschichteten Bildungssystem.
Quelle	(2023), 23 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	SocArXiv papers
Sprache	englisch
Dokumenttyp	online; Monographie
DOI	10.31235/osf.io/m9fe5
Schlagwörter	Bildung; Bildungschance; Chancengleichheit; Soziale Ungleichheit; Bildungsförderung; Sekundarbereich; Schullaufbahnentscheidung; Schüler; Schulerfolg; Hausaufgabenhilfe; Privater Sektor; Sozioökonomischer Faktor; Private Investition; Schattenwirtschaft; Studium; Arbeitspapier; Auswirkung; Inanspruchnahme; NEPS (National Educational Panel Study); Deutschland
Abstract	"The present article aims to contribute to research on extended education and inequality ineducational attainment in two ways: First, we draw on insights from two competing theoretical strands of argumentation from social stratification and mobility research to better explain the role of 'shadow education' (SE) for educational success in a highly stratified education system. Second, we empirically examine the effects of SE on the transitions to upper secondary and tertiary education using data from the German National Education Panel Study (NEPS). We provide a first empirical study on the impact of SE on school allocation in this country. Contrasting to international results, our findings show that SE in Germany is primarily used by low performing students who seek to complete their school degrees before leaving the education system-largely independent of their socioeconomic status (SES). Effects of SE on upper secondary school and university transition are generally negative and more pronounced among more selective institutions. Our analyses further confirm the higher likelihood of high SES students to achieve higher vertical and horizontal educational outcomes, but cannot confirm any role of SE for success in the allocation process.In conclusion, our results stronger support a social mobility perspective, indicating that low SES strata are equally likely to achieve their (relatively higher) educational goals through SE, but do not advance to educational tracks with the highest expectable returns." The study refers to the period 2010-2014. (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2024/1