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Veraenderungen in der gruppenspezifischen Nutzung von ganztaegigen Schulangeboten - Laengsschnittanalysen fuer den Primarbereich


  • Jan Marcus

    () (Deutsches Institut fuer Wirtschaftsforschung (DIW Berlin))

  • Janina Nemitz

    () (University of Zurich)

  • C. Katharina Spiess

    () (Deutsches Institut fuer Wirtschaftsforschung (DIW Berlin) and Freie Universitaet Berlin (FU Berlin) and College for Interdisciplinary Educational Research (CIDER))


Seit Beginn des Bundes-Investitionsprogramms "Zukunft Bildung und Betreuung" (IZBB) im Jahr 2003 hat sich der Anteil der Grundschulkinder, die ganztaegig eine Schule besuchen, mehr als vervierfacht. Vor diesem Hintergrund untersucht der vorliegende Beitrag zum einen, welche demographischen und soziooekonomischen Merkmale Kinder aufweisen, die ganztaegige Schulangebote nutzen. Zum anderen wird der Frage nachgegangen, wie sich die Zusammensetzung dieser Grundschueler im Vergleich zu Grundschuelern, die keine ganztaegigen Schulangebote nutzen, mit dem Ausbau der Ganztagsschule veraendert hat. Ist ueber die Zeit eine Konvergenz oder eine Divergenz in den gruppenspezifischen Nutzermerkmalen zu beobachten? Fuer diese Untersuchungen werden Daten des Sozio-oekonomischen Panels (SOEP) und der Zusatzstudie "Familien in Deutschland" (FiD) verwendet, die Vergleiche der gruppenspezifischen Teilnahme vor und nach dem Ausbau der Ganztagsschule zulassen. Die Ergebnisse zeigen, dass sich in Westdeutschland Nichtteilnehmer und Teilnehmer an ganztaegigen Schulangeboten im Hinblick auf soziooekonomische Merkmale, wie das Einkommen, annaehern, es also diesbezueglich zu einer Konvergenz kommt. In Ostdeutschland findet hingegen eine Konvergenz bei Merkmalen der Haushaltsstruktur statt. Generell gibt es wenig Evidenz fuer eine Divergenz. Since the launch of the public investment program "Future Education and Care" (IZBB) in 2003, the share of primary school aged children participating in all-day schooling in Germany has more than quadrupled. Against this backdrop, this study analyzes, which demographic and socioeconomic characteristics are related to a higher probability of attendance. Moreover, it analyzes changes in the composition of students participating in all-day schooling. Has there been rather a convergence or a divergence in the characteristics of participants and non-participants over time? Using data from the German Socio-Economic Panel (SOEP) and the additional survey "Families in Germany" (FiD), our results show that in West Germany all-day school participants have become more similar according to their socioeconomic characteristics (in particular income), hence supporting the convergence hypothesis. In East Germany our findings also provide evidence for convergence. In contrast to West Germany, however, convergence applies to characteristics related to the household structure rather than to socioeconomic characteristics. Overall, there is no indication for divergence over time.

Suggested Citation

  • Jan Marcus & Janina Nemitz & C. Katharina Spiess, 2015. "Veraenderungen in der gruppenspezifischen Nutzung von ganztaegigen Schulangeboten - Laengsschnittanalysen fuer den Primarbereich," Economics of Education Working Paper Series 0122, University of Zurich, Department of Business Administration (IBW).
  • Handle: RePEc:iso:educat:0122

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    Cited by:

    1. Ludovica Gambaro & Jan Marcus & Frauke H. Peter, 2016. "School Entry, Afternoon Care and Mothers' Labour Supply," Discussion Papers of DIW Berlin 1622, DIW Berlin, German Institute for Economic Research.

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    All-day schooling; longitudinal analyses; group-specific attendance; all-day school;

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