%0 Book Section %1 buchholz2016secondary %A Buchholz, Sandra %A Skopek, Jan %A Zielonka, Markus %A Ditton, Hartmut %A Wohlkinger, Florian %A Schier, Antonia %B Models of Secondary Education and Social Inequality: An International Comparison %D 2016 %I Edward Elgar Publishing, Inc. %K use:doi:10.5157/NEPS:SC3:2.0.0 from:katjavogel use:doi:10.5157/NEPS:SC4:1.1.0 use:doi:10.5157/NEPS:SC6:3.0.1 %P 79-92 %T Secondary school differentiation and inequality of educational opportunity in Germany %U http://www.e-elgar.com/shop/models-of-secondary-education-and-social-inequality %X The results of the first PISA evaluation in 2001 have shown that there is a very strong association between social origin and educational achievement in Germany compared with other countries (Baumert and Schu_mer 2001; OECD 2001, 2004). Often it is argued that one major reason for this tight coupling of parental background and children’s educational chances is the early stratification of school careers. Typically, pupils are selected into three distinct types of secondary education after four to six years of joint primary schooling. Not surprisingly, past research on Germany has focused almost exclusively on the effect of social origin at the early transition from primary to secondary schooling (see e.g. Bu_chner and Koch 2002; Paulus and Blossfeld 2007; Gresch et al. 2010; Maaz and Nagy 2010; Neugebauer 2010; Relikowski et al. 2010; Dollmann 2011). However, the strong focus of research on this early transition in individuals’ educational careers neglects the fact that it is possible to correct the original positioning in secondary education. Hence, the aim of this chapter is to draw a more complete picture of socal inequalities in secondary education in Germany by studying the effect of social origin in relation to all inflows and outflows from secondary schooling. We shall reconstruct secondary schooling careers step by step by studying (1) the first allocation to secondary education after primary schooling; (2) track changes, both downward and upward, before first graduation from secondary education; and (3) the upgrading of secondary school qualifications by attaining a higher degree after first graduation from secondary education. Our analyses will combine high-quality and rich longitudinal data from the German National Educational Panel Study (NEPS) as well as the BiKS 8-14 study. %& 5

@inbook{buchholz2016secondary, abstract = {The results of the first PISA evaluation in 2001 have shown that there is a very strong association between social origin and educational achievement in Germany compared with other countries (Baumert and Schu_mer 2001; OECD 2001, 2004). Often it is argued that one major reason for this tight coupling of parental background and children’s educational chances is the early stratification of school careers. Typically, pupils are selected into three distinct types of secondary education after four to six years of joint primary schooling. Not surprisingly, past research on Germany has focused almost exclusively on the effect of social origin at the early transition from primary to secondary schooling (see e.g. Bu_chner and Koch 2002; Paulus and Blossfeld 2007; Gresch et al. 2010; Maaz and Nagy 2010; Neugebauer 2010; Relikowski et al. 2010; Dollmann 2011). However, the strong focus of research on this early transition in individuals’ educational careers neglects the fact that it is possible to correct the original positioning in secondary education. Hence, the aim of this chapter is to draw a more complete picture of socal inequalities in secondary education in Germany by studying the effect of social origin in relation to all inflows and outflows from secondary schooling. We shall reconstruct secondary schooling careers step by step by studying (1) the first allocation to secondary education after primary schooling; (2) track changes, both downward and upward, before first graduation from secondary education; and (3) the upgrading of secondary school qualifications by attaining a higher degree after first graduation from secondary education. Our analyses will combine high-quality and rich longitudinal data from the German National Educational Panel Study (NEPS) as well as the BiKS 8-14 study.}, added-at = {2016-12-11T12:17:02.000+0100}, author = {Buchholz, Sandra and Skopek, Jan and Zielonka, Markus and Ditton, Hartmut and Wohlkinger, Florian and Schier, Antonia}, biburl = {https://www.bibsonomy.org/bibtex/2b78f7c399447a0c31846e2f2d41fcb43/neps.dc}, booktitle = {Models of Secondary Education and Social Inequality: An International Comparison}, chapter = 5, interhash = {f463d9c360e0189ef3b20da5d097609f}, intrahash = {b78f7c399447a0c31846e2f2d41fcb43}, keywords = {use:doi:10.5157/NEPS:SC3:2.0.0 from:katjavogel use:doi:10.5157/NEPS:SC4:1.1.0 use:doi:10.5157/NEPS:SC6:3.0.1}, month = nov, pages = {79-92}, publisher = {Edward Elgar Publishing, Inc.}, timestamp = {2016-12-11T12:17:02.000+0100}, title = {Secondary school differentiation and inequality of educational opportunity in Germany}, url = {http://www.e-elgar.com/shop/models-of-secondary-education-and-social-inequality}, year = 2016 }