PISA-E
In Germany, PISA-E is the national addition to the international PISA studies .
The designation is imprecise in that the I in PISA stands for international ; however, the international concept expressly provides for the possibility of adding national tests to the globally standardized test. This option is used extensively in Germany: PISA-E is much more expensive than the actual international PISA test, which is also called PISA-I to distinguish it.
At the approx. 200 schools that take part in PISA-I, PISA-E is carried out on a subsequent second test day. In addition, PISA-E is carried out at around 1,000 other schools that do not participate in PISA-I. The student sample in PISA-E is 50,000, about ten times larger than in PISA-I. This considerable additional effort is necessary in order to be able to evaluate the results according to federal states and school types.
Results
The declared aim of PISA-E is to analyze the possible influence of external factors, such as the school system of the respective federal state, the curriculum structure, the composition (male / female, migration background , socially well-off / socially weak), the class structure and the family background of the students. From the student data on the socioeconomic position of the family, to the achieved level of education of the parents and the material resources of the budget, a number of the economic, social and cultural status (is ESCS ) is calculated, which is then correlated with the cognitive performance of the student.
Where is the greatest educational disadvantage?
Overall, children from families in the upper class (for example children of top managers) go to grammar school 6.06 times more often than children from skilled worker families; Children from the lower service class (e.g. children of professors or doctors) go to grammar school 3.64 times more often than children of skilled workers (ibid.).
The chances of skilled workers' children are worst in cities with over 300,000 inhabitants. There, the chances of the child from the upper service class of attending grammar school are 14.36 times higher than those of the skilled worker child and the chances of a child from the lower service class are 7.5 times higher than those of a skilled worker child (ibid.).
Better opportunities in East Germany
The East and West comparison of educational disadvantage is also interesting. In West Germany the odds ( odds ratio ) of attending a grammar school are 7.26 times as large for a child from the upper class (academics) and 4.20 times as large for a child from the lower class of attending a grammar school. than the chances of a skilled worker child are (ibid.).
In East Germany the inequality of life chances is smaller. Here the chance of a child from the upper service class is 3.89 times as great as that of a skilled worker child and the chance of a child from the lower service class is 2.78 times as great. The presumption that this is due to a high proportion of migrants in West Germany and an allegedly "less educated" background of migrant children was checked and could not be confirmed:
“The really surprising result of the analyzes is [...] the clearly recognizable finding that the secondary social inequalities among 15-year-olds without a migration background are not less, but tend to be greater than for the overall cohort. So there can be no question of the problems of social equity in the narrower sense being a side effect of the immigration of socially disadvantaged groups of the population. [...] Lehmann, Peek and Gänsefuß (1997) reported a similar result for the first time from the Hamburg study on the initial learning situation. This means [...] that the east-west divide [...] turns out to be even steeper if only young people without a migration background are considered. "
The PISA-E study 2003 reported an extreme social disadvantage among skilled workers' children on a national average. The probability ( odds ratio ) of children in the service classes compared to children of skilled workers with the same reading and mathematics skills is more than four times as high to attend a grammar school (almost seven times as high in Bavaria). If one does not consider the children from skilled worker families, but from parents who are socio-economically and culturally even worse off, the social disadvantage becomes even higher. With the same performance, children from the service classes have an almost six times higher probability of attending grammar school on a national average (in Saxony-Anhalt nine times higher). The Hamburg LAU study , the IGLU study and the AWO study came to similar results .
Differences in performance between federal states
In the natural sciences, there are marked differences in performance between the various federal states. The students without a migration background do relatively well in most federal states.
| state | Competence points (students without a migration background) |
|---|---|
| Bavaria | 528 |
| Baden-Württemberg | 527 |
| Saxony | 509 |
| Rhineland-Palatinate | 508 |
| Schleswig-Holstein | 506 |
| Thuringia | 505 |
| North Rhine-Westphalia | 504 |
| Hesse | 504 |
| Lower Saxony | 501 |
| OECD mean | 500 |
| Saarland | 497 |
| Bremen | 493 |
| Mecklenburg-Western Pomerania | 492 |
| Saxony-Anhalt | 478 |
| Brandenburg | 473 |
The students with a migrant background, on the other hand, generally do worse than their classmates without a migrant background. But here, too, pronounced differences between the federal states can be demonstrated. Students without a migration background from Saxony-Anhalt or Brandenburg do worse than students with a migration background from Bavaria.
The results for the countries with less than ten percent 15-year-olds with a migration background were provided by Prenzel et al. not evaluated.
Immigrant students are not a single group. Students from different ethnic groups vary greatly in their performance. There are both ethnic groups whose members do much better than Germans without a migration background (for example those of Vietnamese origin) and ethnic groups whose members are far behind the Germans (for example those of Turkish origin).
| state | Competence points (students with a migration background (only federal states with more than 10% students with a migration background)) | 15-year-olds with a migration background in the relevant federal state (in% of all 15-year-olds) |
|---|---|---|
| OECD mean | 500 | |
| Bavaria | 479 | 20.5% |
| Saarland | 463 | 18.5% |
| Rhineland-Palatinate | 459 | 25.6% |
| Baden-Württemberg | 456 | 27.7% |
| Schleswig-Holstein | 445 | 14.3% |
| Hesse | 444 | 33.5% |
| North Rhine-Westphalia | 438 | 30.7% |
| Lower Saxony | 428 | 19.6% |
| Bremen | 418 | 39.9% |
Additional information
See also
literature
- Jürgen Baumert (Ed.): PISA 2000. A differentiated look at the states of the Federal Republic of Germany. Leske + Budrich, Opladen 2003, ISBN 3-8100-3663-3
- PISA-Konsortium Deutschland (Ed.): PISA 2003. The second comparison of the countries in Germany - What do young people know and can do? Waxmann, Münster 2005, ISBN 3-8309-1560-8
- PISA-Konsortium Deutschland (Hrsg.): PISA 2000. The countries of the Federal Republic of Germany in comparison. Leske + Budrich, Opladen 2002, ISBN 3-8100-3663-3
Web links
- PISA 2003 country comparison: Summary of the IPN (pdf; 848 kB)
- What is PISA-E (pdf)
- PISA-E-2003 - Results overview of the GEW
swell
- ↑ cf. German PISA Consortium (Hrsg.): PISA 2000 - The countries of the Federal Republic in comparison. Leske and Budrich, Opladen 2002, p. 166, ISBN 3-8100-3663-3
- ↑ German PISA Consortium (Ed.): PISA 2000 - The countries of the Federal Republic in comparison. Leske and Budrich, Opladen 2002, pp. 171-172, ISBN 3-8100-3663-3
- ^ Prenzel et al.: Basic scientific education in a country comparison . In: PISA 2000 - The federal states in comparison . Leske + Budrich, Opladen 2002, ISBN 3-8100-3663-3 , p. 145.
- ^ Prenzel et al.: Basic scientific education in a country comparison . In: PISA 2000. The federal states in comparison . Leske + Budrich, Opladen 2002, ISBN 3-8100-3663-3 , p. 145.