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Wie lässt sich die Ungleichheit der Bildungschancen verringern?

Author

Listed:
  • Gabriela Schütz
  • Ludger Wößmann

Abstract

In allen nationalen und internationalen Schülerleistungstests erweist sich nahezu ausnahmslos der familiäre Hintergrund der Schülerinnen und Schüler als der bei weitem stärkste Einflussfaktor auf ihre erzielten Leistungen. Daher befasst sich der vorliegende vierte und letzte Beitrag zum Abschluss der Serie "Ökonomische Beiträge zur Schuldebatte" mit der Frage, welchen Einfluss die Bildungspolitik auf die Gleichheit von Bildungschancen ausüben kann. Dazu werden Ergebnisse mikroökonometrischer Studien anhand internationaler Schülerleistungstests vorgestellt, welche nun den Bestimmungsgründen für internationale Unterschiede in der Ungleichheit der Bildungschancen für Kinder mit unterschiedlichen familiären Hintergründen nachgehen. Es zeigt sich, dass der Leistungsunterschied zwischen Kindern gut ausgebildeter Eltern und Kindern aus bildungsferneren Schichten in Ländern mit einem ausgebauten System frühkindlicher Bildung und mit einer später einsetzenden Selektion in unterschiedliche Schultypen systematisch geringer ist - ohne dass dort das Leistungsniveau niedriger wäre. Demgegenüber findet die Untersuchung keinen systematischen Zusammenhang zwischen Ganztagsschulsystemen und der Leistungsungleichheit.

Suggested Citation

  • Gabriela Schütz & Ludger Wößmann, 2005. "Wie lässt sich die Ungleichheit der Bildungschancen verringern?," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 58(21), pages 15-25, November.
    • Handle: RePEc:ces:ifosdt:v:58:y:2005:i:21:p:15-25
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    References listed on IDEAS

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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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