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Mit intensiver Betreuung zum regulären Schulabschluss

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  • Jaqueline Hansen
  • Katharina Heisig

Abstract

Ob Schüler an Förderschulen einen regulären Schulabschluss erreichen, hängt in hohem Maße vom Bundesland ab: Die Anteile der Förderschulabgänger ohne regulären Abschluss variieren im Jahr 2016 zwischen 58 % in Thüringen und 95 % in Schleswig-Holstein. Dies kann einerseits auf einen statistischen Effekt des Inklusionsfortschritts zurückgeführt werden. Andererseits können die Unterschiede durch förderschulbezogene Faktoren begründet werden. Unsere Schätzungen zeigen, dass Bundesländer, in denen Förderschüler häufiger einen regulären Schulabschluss erreichen und damit bessere Chancen am Arbeitsmarkt haben, einen verhältnismäßig niedrigen durchschnittlichen Betreuungsschlüssel an Förderschulen aufweisen.

Suggested Citation

  • Jaqueline Hansen & Katharina Heisig, 2018. "Mit intensiver Betreuung zum regulären Schulabschluss," ifo Dresden berichtet, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 25(06), pages 07-11, December.
    • Handle: RePEc:ces:ifodre:v:25:y:2018:i:06:p:07-11
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    References listed on IDEAS

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    1. Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2002. "Inferring Program Effects for Special Populations: Does Special Education Raise Achievement for Students with Disabilities?," The Review of Economics and Statistics, MIT Press, vol. 84(4), pages 584-599, November.
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    3. Katharina Heisig, 2018. "Bundesländerunterschiede im Förderschulsystem," ifo Dresden berichtet, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 25(05), pages 10-16, October.
    4. Jacob M. Markman & Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2003. "Does peer ability affect student achievement?," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 18(5), pages 527-544.
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