Zum Einfluss von Migration und Schulklassenzugehörigkeit auf die Übergangsempfehlung für die Sekundarstufe I

Abstract

ZusammenfassungZiel der vorliegenden Studie ist die Klärung der Frage, inwieweit sachfremde ethnische Kriterien die Übergangsempfehlung für weiterführende Schulen beeinflussen. Bei einer Stichprobe von 620 Schülerinnen und Schülern der vierten Klassenstufe wurden Schulleistungstest-und Fragebogendaten erhoben und diese in Beziehung zu den Übergangsempfehlungen gesetzt. Wenn individuelle Schülervoraussetzungen unter Einschluss kognitiver Fähigkeiten kontrolliert werden, gibt es keine Bestätigung der Auffassung, dass Kinder mit Migrationshintergrund bei der Übergangsemp-fehlung benachteiligt werden. Auch ein hoher Anteil an Kindern mit nicht-deutscher Familiensprache in der Schulklasse übt keine ungünstigen Effekte auf die Empfehlung der Schulform aus. Hingegen ist ein sachfremder Referenzgruppeneffekt (Big-fish-little-pond-Effekt) nachweisbar: Mit einem höheren Anteil an Schülerinnen und Schü-lern in der Klasse, deren Schultestleistungen und kognitive Grundfähigkeiten hoch sind und deren Eltern eine höhere Bildungsorientierung aufweisen, sinkt die relative Chance, statt an eine Hauptschule an eine Realschule oder ein Gymnasium zu wechseln. SummaryThe Influence The aim of this study is to clarify how far nonacademic ethnic criteria influence teachers' recommendations in regard to pupils' transition from primary to secondary education. A data set consisting of 620 fourth graders' academic achievement tests and questionnaires were correlated with teachers' transition recommendations. After controlling for individual students' competencies, e.g. their cognitive abilities, the common assumption that children with migration backgrounds are disadvantaged could not be confirmed. Even a high share of children in a class who do not speak German as a family language does not induce adversarial results in transition recommendations. In contrast, however, a concentration of high achievement orientation in a class indeed negatively affects transition recommendations: A high share of students with above-average academic achievement, cognitive abilities and achievement-oriented parents actually decreases students' chances of getting into higher educational tracks (Realschule and Gymnasium instead of Hauptschule). In sum, frame of reference effects can be found for educational achievement (big-fish-little-pond-effect), but not for a class's migration background.Zeitschrift für Erziehungswissenschaft, 10. Jahrg., Heft 1/2007, S. 108-120 109 Schlüsselwörter: Übergangsempfehlung; Schulklassenkontext; Kinder mit Migrationshintergrund; Big-fish-little-pond-Effekt.

School Placement Decisions in Luxembourg: Do Teachers Meet the Education Ministry’s Standards?

“…Most previous studies that investigated predictors of school placement decisions elsewhere found a significant effect of migration background on placement decisions. However, these effects almost always disappeared when achievement predictors were added to regression models [4,5,8,18] which points to the fact that nationality and achievement were highly confounded. More precisely, in those studies, students with migration background got a recommendation for one of the lower tracks because they obtained lower school marks (for whatever reason).…”

“…However, as has been shown in a variety of studies, school placement decisions are not only determined by obligations of the corresponding authority, but are also affected by variables of the students' social background [3,4,5].…”

“…Of these variables, school marks explain the largest amount of variance in placement decisions [6,7,4], followed by results of standardized achievement tests [5,6,7,8,9]. Additionally, working and learning habits are also predictive for the selection of the students, particularly if both school marks and test scores do not allow for a definite decision.…”

“…However, school placement decisions do not only reflect students' academic achievements, but are also affected by the students' social background [3,4,5]. In particular, their socio-economic status and their nationality have often been shown to have an effect on teachers' placement decisions.…”

The Prediction of Students’ Track Appropriateness in School

“…However, as has been shown in a variety of studies, tracking decisions are not only determined by students' achievements, but are also affected by variables of the students' social background [3][4][5]. In particular, students' ethnicity is one of the factors that affect teachers' decisions regarding track orientation [1].…”