Horst Weishaupt

When Do Primary Schools Experience “Deprived Conditions”, and What Does This Mean for Teachers and Students?

Shortlink: https://www.waxmann.com/artikelART104821
.doi: https://doi.org/10.31244/dds.2022.01.09

free download

Abstract

There are different approaches to labelling different proportions of schools as being socially disadvantaged. These do not allow for assessing changes in the proportion of schools in socially difficult circumstances. Therefore, data from the IQB assessments 2011 and 2016 are used here to determine the proportion of primary schools in difficult circumstances relating to students’ social and immigrant status across time. A significant rise of schools in difficult circumstances is evident within only five years. Differentiated by the city states and federal states in Western and Eastern Germany, differences in achievement and variations of conditions within schools are described, i. e. primary schools in difficult circumstances versus other schools. Primary schools in socially difficult circumstances are also schools facing difficult within-school conditions.

Keywords
primary school, social disadvantage, socially differentiated student achievement, social index, equity, school equipment