Open AccessStudent achievement and educational inequality in half- and all-day schools: Evidence from Germany
Author(s) -
Isa Steinmann,
Rolf Strietholt
Publication year - 2019
Publication title -
international journal for research on extended education
Language(s) - English
Resource type - Journals
eISSN - 2196-7423
pISSN - 2196-3673
DOI - 10.3224/ijree.v6i2.08
Subject(s) - inequality , educational inequality , academic achievement , student achievement , test (biology) , mathematics education , social inequality , demographic economics , psychology , political science , economics , mathematics , mathematical analysis , paleontology , biology
Several countries have expanded extended education in recent years. In Germany, the most substantial educational reform is the ongoing transformation of the traditional half-day school system into an all-day school system. Among politicians, expectations are high that all-day schools will promote student achievement and reduce social achievement inequalities. To test these assumptions, we used representative data from the National Educational Panel Study (NEPS) to estimate two-level latent growth models for achievement in grades 5, 7, and 9. The analyses revealed initial achievement differences but no differences in achievement growth or changes in inequality throughout secondary school. This suggests that selection mechanisms are at work but that half- and all-day schools are not differentially effective. We discuss these findings in light of the international debate on the quality of extended education.