LAU study
The study of aspects of the initial learning situation and learning development - LAU study for short - was commissioned in March 1995 by the authority for schools, youth and vocational training of the Free and Hanseatic City of Hamburg . The initial learning situation and learning development of all students in Hamburg who were in the fifth grade in 1996 (LAU 5), in the seventh grade in 1998 (LAU 7), in the ninth in 2000 (LAU 9), in the eleventh grade in 2002 (LAU 11) and 2005 in 13th grade (LAU 13).
Attachment of the study
The investigation of aspects of the initial learning situation and the learning development is a longitudinal study that has covered almost all Hamburg students in the fifth grades at that time since 1996 every two school years. Since some of the young people in the LAU 11 study were in class 11 of the upper secondary school level and some were in vocational training, the ELME study (investigation of performance, motivation and attitudes at the beginning of vocational training) was also carried out in addition to LAU 11. carried out. LAU documents the respective learning statuses, learning developments and school-related attitudes achieved at two-year intervals.
- The first survey of the longitudinal study, LAU 5 , concerned the transition from primary school to lower secondary level . It focused on selected aspects of the learning baseline on which teaching in secondary schools is based.
- LAU 7 examined the specialist performance, problem-solving skills, school-related attitudes and learning levels of the same school year in the observation levels of the secondary and secondary schools or the grammar schools as well as in the grades 5 and 6 of the comprehensive schools .
- LAU 9 dealt with the further learning development of the Hamburg students: learning levels in selected subject-related learning areas (mathematics; German: language, reading comprehension, spelling, text production; first foreign language English or Latin or French) and in the interdisciplinary area of problem solving; Development of learning levels; Relationships between learning development and the educational proximity of the parental home.
- LAU 11 analyzes the learning development of those young people who entered the upper secondary school level at grammar schools, comprehensive schools, advanced, business and technical grammar schools or the introductory stage of advanced grammar schools in autumn 2002. The learning levels of a total of 6,411 students in the areas of German (reading comprehension, spelling), mathematics and English (reading comprehension, gap test) were examined.
- At the same time , ULME examined performance, motivation and attitudes at the start of vocational training .
- In April 2005, LAU 13 was carried out in all Hamburg high schools, comprehensive schools with upper level, advanced high schools, technical and business high schools. The focus of the study was on the learning levels and learning developments in the areas of mathematics and English of 5,566 participating high school graduates. This is the penultimate survey in the longitudinal study.
Important results
In the LAU 5 study, it was found that in the subjects German and mathematics, children from the educational environment would be preferred if they had the same competencies in grading.
In the high school recommendations, too, the lower the educational qualifications of their parents, the more disadvantaged students are. While the performance standard of the test results for a grammar school recommendation is 77.6 points, children with fathers with lower educational qualifications have to achieve significantly higher performance, children with fathers with higher educational qualifications have to achieve significantly lower performance:
Average required minimum number of points for a grammar school recommendation by the teachers:
- Father without school leaving certificate: 97.5
- Father with secondary school leaving certificate: 82.3
- Father with secondary school leaving certificate: 77.1
- Father with technical college entrance qualification: 76.3
- Father with high school diploma: 65
The difference in the standards of the parents is even more serious. The expected performance standards are here:
- Father without school leaving certificate: 98.1
- Father with secondary school leaving certificate: 79.1
- Father with secondary school leaving certificate: 71.3
- Father with technical college entrance qualification: 67.2
- Father with high school diploma: 49.9
The study says in concrete terms: “In parents' homes with an academic character, […] obviously only in the case of clearly visible poor performance, but then possibly also against the advice of the primary school, another option than the grammar school is considered. Correspondingly, the high inhibition threshold to be found in the less educated classes, which stands in the way of registration in the observation level of the grammar school, can be interpreted as an adjustment to the actual educational barriers. "
The study LAU 7 (1998) showed that “... that pupils with the same starting point of learning make different levels of learning progress at the different types of school. As the comparison between the grammar schools on the one hand and the Hauptschule and Realschulen or the comprehensive schools on the other hand shows, even those who entered the observation level of the grammar school with a relatively low level of learning achieve higher learning levels by the end of grade 6. "
In addition, the LAU 7 study confirms the LAU 5 study insofar as “the extreme difference in the critical threshold for a grammar school recommendation for elementary school (65.0 raw points for the children of fathers with a high school diploma; 97.5 raw points for children of fathers without a school leaving certificate) is little has to do with a realistic assessment of the actual learning development of these two groups. "
See also
- Working-class children
- AWO study
- Educational disadvantage in the Federal Republic of Germany
- IGLU study , PISA studies , TIMSS
- Social survey
literature
- RH Lehmann, R. Peek (1997): Aspects of the learning starting position of pupils of the fifth grade at Hamburg schools. Investigation report in September 1996 (unpublished research report) . Hamburg.
- RH Lehmann, R. Gänsfuß, R. Peek (1999): Aspects of the initial learning situation and the learning development of pupils at Hamburg schools - grade 7. Report on the study in September 1998 (unpublished research report) . Hamburg.
- RH Lehmann, R. Peek, R. Gänsfuß, V. Husfeldt (2002): Aspects of the initial learning situation and learning development - grade 9. Results of a longitudinal study in Hamburg. Hamburg.
- RH Lehmann, S. Hunger, S. Ivanov, R. Gänsfuß, E. Hoffmann (2004): Aspects of the initial learning situation and learning development - grade 11. Results of a longitudinal study in Hamburg. Hamburg.
- RH Lehmann, S. Ivanov, S. Hunger, R. Gänsfuß (2005): Investigation of the achievements, motivation and attitudes at the beginning of the vocational training. Hamburg.
- Authority for School and Vocational Education (Ed.): LAU - Aspects of the initial learning situation and the learning development grades 5, 7 and 9. Vol. 8: HANSE - Hamburger Schriften zur Qualität im Bildungswesen. Waxmann: Münster u. a. 2011, ISBN 978-3-8309-2572-9 .
- Authority for School and Vocational Training (Ed.): LAU - Aspects of the initial learning situation and the learning development grades 11 and 13. Vol. 9: HANSE - Hamburger Schriften zur Qualität im Bildungswesen. Waxmann: Münster u. a. 2012, ISBN 978-3-8309-2640-5 .