Inequality of educational opportunities and the role of learning intensity. Evidence from a quasi-experiment in Germany.

Autor/in	Camarero Garcia, Sebastian
Titel	Inequality of educational opportunities and the role of learning intensity. Evidence from a quasi-experiment in Germany.
Quelle	Mannheim: ZEW (2018), 78 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	ZEW Discussion Papers. 18- 021
Sprache	englisch
Dokumenttyp	online; Monographie
URN	urn:nbn:de:bsz:180-madoc-456979
Schlagwörter	Quasi-Experiment; Leistungssteigerung; Soziale Herkunft; Soziale Mobilität; Bildungspolitik; Bildungsreform; Gegliedertes Schulsystem; Schuljahr 09; Schuldauer; Gymnasiale Oberstufe; Gymnasium; Schülerleistung; Lernbedingungen; Lernvoraussetzungen; Lesekompetenz; Mathematische Kompetenz; Messverfahren; Naturwissenschaftliche Kompetenz; Ungleichheit; Bundesland; Sozioökonomische Lage; Einflussfaktor; Leistungsmessung; Umsetzung; Wirkung; PISA (Programme for International Student Assessment); Deutschland
Abstract	Over the 2000s, many federal states in Germany shortened the duration of secondary school by one year while keeping the curriculum unchanged. Exploiting quasi-experimental variation due to the staggered introduction of this reform allows me to identify the causal effect of increased learning intensity on Inequality of Educational Opportunity (IEOp), the share in educational outcome variance explained by predetermined circumstances beyond a student's control. The reform-induced increase in learning intensity had no short-term effect on IEOp. In the medium term, however, IEOp increased as differences in parental resources gained importance through support opportunities like private tuition adapting to the intensified educational process. The effect is stronger for mathematics/science than for reading, implying the existence of subject-dependent curricular flexibilities. My findings point to the importance of accounting for distributional consequences when evaluating reforms aimed at increasing the efficiency of educational systems and to the role of learning intensity for explaining changes in educational opportunities influencing social mobility. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2