Ethnic Inequalities in Educational Success

Research question/goal: 

The project "Ethnic Differences in Education", funded by the National Academy of Sciences (Leopoldina), aims at examining mechanisms and conditions leading to the development of ethnic differences in educational participation, performance and attainment and at uncovering fields that have not been investigated so far. The intention to document the state of scientifically verifiable interconnections for public and political debate and thus provide a sufficiently strong explanation of existing causal effects for future measures forms the background to this investigation. The statement will focus on the documentation of sound scientific evidence in this area, the identification of previously open fields, a number of public controversies, and proof of the effectiveness of specific measures, for example, the impact of educational systems, the effects of pre-school attendance, social and ethnic concentrations or specific supportive measures, such as linguistic support programmes, summer schools or "multicultural" programmes.

Current stage: 

In the year 2014, the theoretical „Model of Ability Tracking“ was developed further and presented on several (international) conferences. Furthermore, three book chapters discussing the model and its application on different (open) questions regarding the identification of the effects of education systems on (ethnic) educational inequality were prepared, two of them in English. A first empirical test with the data from the BiKS project located in Bamberg was carried out, confirming the central implication of the model: In contrast to previous assumptions, the ability tracking did result in increases in abilities through respective school effects without negative effects on the abilities by social status. An extension of this test with the data from NEPS (also located in Bamberg) is under way.

Fact sheet

Leopoldina, MZES
2010 to 2015
Data Sources: 
analysis of literature, secondary analysis
Geographic Space: