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TRAIN - Putting the Structure of German Secondary Schooling to the Test

The role and function of the lower-track Hauptschule in the German school system has been a repeated subject of critical debate among both the general public and the scientific community. The PISA findings show that the general level of achievement at many Hauptschulen can be considered problematic. Other studies have found that Hauptschule students tend to have lower learning gains than Realschule or Gymnasium students. At the same time, the PISA data indicate that many Hauptschulen seem to be very effective; some schools perform on the level otherwise seen in Realschulen. Research has also shown that Hauptschule teachers are particularly aware of their pedagogical responsibilities and keen to support the personality development of their students.

This study aims to examine in detail the strengths and weaknesses of Hauptschule and its main alternatives. Participants will be 5th, 7th, and 9th graders in Hauptschule or Realschule in Baden-Württemberg and in Mittelschule in Saxony. The teachers, principals, and parents of the participating students will also be surveyed. The study will have a longitudinal design, with key instruments being administered in three successive years.

Key References

Trautwein, U., Baumert, J., & Maaz, K. (2007). Hauptschulen = Problemschulen? Aus Politik und Zeitgeschichte, 28, 3–9.

Becker, M., Lüdtke, O., Trautwein, U., & Baumert, J. (2006). Leistungszuwachs in Mathematik: Evidenz für einen Schereneffekt im mehrgliedrigen Schulsystem? Zeitschrift für Pädagogische Psychologie, 20, 233–242.

People

Jürgen Baumert
(Head)
Nicole Husemann
(Research Coordinator)
Kai Maaz
Gabriel Nagy
Michael Becker

Predoctoral Research Fellows:
Kathrin Jonkmann
Marko Neumann
Swantje Pieper

Michaela Kropf
(Project Coordinator)

Student Assistants:
Henrike Ehlert
Fatih Kosma
Yvonne Anne Michel
Anne Milek
Katja Schlegel
Peter Zurek
 

Kooperationspartner

Eberhard-Karls-Universität Tübingen

Prof. Dr. Ulrich Trautwein
(Wissenschaftliche Leitung)
Prof. Dr. Oliver Lüdtke
Wissenschaftliche Leitung

Promotionsstipendiatin
Hanna Dumont