Low-Achieving School-Leavers in Germany: Who Are They and Where Do They Go?

Autor/inn/en	Holtmann, Anne Christine; Menze, Laura; Solga, Heike
Titel	Low-Achieving School-Leavers in Germany: Who Are They and Where Do They Go? Gefälligkeitsübersetzung: Leistungsschwache Schulabgänger in Deutschland: Wer sind sie und wohin gehen sie?.
Quelle	Aus: Weinert, Sabine (Hrsg.); Blossfeld, Gwendolin Josephine (Hrsg.); Blossfeld, Hans-Peter (Hrsg.): Education, Competence Development and Career Trajectories. Cham: Springer (2023) S. 273-293 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Methodology of Educational Measurement and Assessmen
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-031-27006-2; 978-3-031-27009-3
DOI	10.1007/978-3-031-27007-9_12
Schlagwörter	Kompetenz; Selbsteinschätzung; Soziale Herkunft; Deutschland; Lesen; Mathematik; Schüler; Schulabschluss; Lernmotivation; Auswirkung; Soziale Herkunft; Schulabgänger; Kompetenz; Selbsteinschätzung; Berufswunsch; Bildungsabschluss; Schüler; Bildungsabschluss; Leistungsniveau; Schulabschluss; Lernmotivation; Übergang Schule - Beruf; Lesen; Mathematik; Migrationshintergrund; Niedrig Qualifizierter; Ausbildungswunsch; Berufswunsch; Migrationshintergrund; Auswirkung; Schulabgänger; NEPS (National Educational Panel Study); Deutschland
Abstract	"In light of educational expansion in Germany, school-leavers with a lower secondary school certificate or less are at risk of being left behind. In this chapter, we first compare their parental resources, cognitive skills, and non-cognitive skills to those of school-leavers with an intermediate school certificate. Second, we investigate whether these low achievers can improve their educational attainment after school by either catching up on school certificates or entering vocational training. We analyse their transitions to vocational education using "With" hier streichen sequence analyses. Using data from the National Educational Panel Study (NEPS), we show that although low-achieving school-leavers are, on average, not as well-endowed with agentic and social resources as other groups, they are otherwise quite heterogeneous. Many have similar cognitive and non-cognitive skills to school-leavers with an intermediate school certificate who usually manage to enter vocational training. However, this potential often remains undiscovered, because considerable proportions of low achievers do not improve their school certificates and do not manage to enter vocational education-even several years after leaving school. We also show that transition patterns vary by school type, with students from special needs schools being especially disadvantaged compared to those from regular schools." The study refers to the period 2010-2016. (Author's abstract, IAB-Doku, © Springer)..
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2023/1