School reform in Hamburg

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Poster of the Hanseatic City of Hamburg on the school reform

The school reform in Hamburg affects the school and educational structure in Hamburg from the 2010/2011 school year. The new legal regulation corresponds to a project of the black-green coalition government of the Hamburg Senate negotiated in the coalition agreement of April 17, 2008 between the CDU and the Greens (GAL) . It was decided on October 7, 2009 by the Hamburg parliament and partially changed by a referendum on July 18, 2010.

The school reform means that from August 2010, in addition to the grammar school , in which the Abitur can be taken after the twelfth grade , a district school was introduced in which all school-leaving certificates (up to the Abitur after the 13th grade) can be taken. With this regulation, Hauptschule and Realschule were abolished at the beginning of the school year. Numerous measures accompany the restructuring. This included the creation of additional teaching positions and the reduction of class sizes, the promotion of a so-called new learning culture and increased teacher training, the establishment of further all-day schools and the integration of children with disabilities.

Another part of school reform envisaged, instead of the previous four years of primary school , a six-year primary school to introduce and to abolish the Parental choice. Both the legislative process and the public discussion about school reform were accompanied by far-reaching criticism. The popular initiative called We want to learn achieved the quorum of a binding referendum on November 18, 2009 with a referendum . After arbitration negotiations between the initiative and the Senate failed in February 2010, the date for the referendum and its content were set. A proposal from the initiative was put to the vote, with which the citizens could vote against the introduction of primary school and the abolition of parents' will.

In February 2010, the Senate reached an agreement with the opposition parties, the SPD and Die Linke, on improvements to the reform, which were passed by the citizens on March 3, 2010, this time unanimously. With this law, which came into force on March 13, 2010, the abolition of parental voting rights and the book allowance to be paid by parents were abolished. In addition, the CDU, GAL and SPD committed themselves in an agreement called "School Peace " not to make any further changes to the school structure for at least ten years if the primary school is introduced.

The referendum took place on July 18, 2010. With a turnout of 39 percent, 54.5% of the voting citizens of Hamburg rejected the introduction of the six-year primary school and 58% agreed to the initiative's request. This means that a major part of the Hamburg school reform has failed. The other measures remain in place. In particular, the secondary school forms will be reduced from August 2010 to the grammar school, which will remain with eight levels, and the newly introduced district school, which must now be designed with nine levels.

Current situation

PISA studies and Hamburg

One result of the PISA study was the realization that in Germany the social background has a major influence on educational success: Germany performed particularly poorly here, apart from France, Great Britain, the Netherlands and Belgium there is hardly any other OECD country in to whom social inequality manifests itself in the educational system; it is relatively impervious to the lower social classes, working-class children noticeably often attend secondary school, while children from financially better-off families often attended grammar school - regardless of the child's abilities. The Hamburg educationalist Peter Struck puts it this way: "Poor children, regardless of their intelligence, mostly end up in secondary school, while stupid children with rich parents with a lot of tutoring can get their Abitur." However, the emeritus professor of psychology Kurt A. Heller remarked on this, that such unscientific statements are not supported by anything and refers to the proven differences in the basic cognitive skills of the students of the different school types. The correlation between test intelligence (IQ) and the average grade in the major subjects in elementary school is approximately 0.5 (or in other words, 25% of the variance in the average grade can be explained by test intelligence). The correlation between IQ and the level of education achieved at the age of 40 (highest educational qualification achieved, from special school to doctoral degree) is around 0.7 (this means that 49% of the variance in the educational level can be explained by the variance in the test intelligence) .

Critics often regard the tripartite school system as the reason for the low chances of advancement of socially disadvantaged people , which, if there is a lack of “permeability”, determines the educational career of the children very early on . As a result of the PISA study, some Scandinavian school systems, especially the education system in Finland , the so-called Finnish model , are seen as models. Finland has consistently taken the top spot in PISA studies, school classes are only separated into a grammar school or a vocational secondary school after compulsory schooling has ended.

In a comparison of the federal states, Hamburg performed very poorly twice (see below), but: No country in Germany spends more money per student than Hamburg. The expenditure for state schools in the total budget in Hamburg in 2005 was at 11.99% in the lower range (average 14.13%). In addition, in the 2006 PISA study , the Hamburg schools only achieved the penultimate place ahead of Bremen. With a high proportion of more than 12%, Hamburg pupils ended their school career in 2005/2006 without any qualifications. By 2008, this rate could be reduced to 8.2%. In the school year 2008/9 this rate fell again (to 7.8%), which can be seen as confirmation of the success of reforms that have already been initiated.

According to some school politicians and demographers, the poor performance and the current situation of education in Hamburg are due on the one hand to the fact that almost every second child in Hamburg's first graders has a migration background , and social and societal origin played a decisive role. Overall, financial and sociocultural factors within the Hanseatic city and the lower level of basic education that can be derived from them, with the consequences of poor job opportunities, are held responsible for such poor performance in the PISA tests.

School structure

Until 2009 there was a four-year elementary school in Hamburg . The following secondary level of general education was divided into

The Abitur can be obtained at all grammar schools and comprehensive schools .

Since the beginning of the 2008/2009 school year, no new secondary school classes have been formed (also previously only from the seventh grade), but all secondary and secondary schools are run according to the principles of integrated secondary and secondary schools. 

Teacher recommendation and parental voting rights

At the end of the fourth grade, the respective class teachers give a non-binding recommendation on the further school career. At the request of the parents, the pupils are transferred to one of the secondary school forms ( parents' right to choose ), even if it contradicts the recommendation of the primary school teacher. At the end of the sixth grade, the testimony conference and without the involvement of parents make a final decision as to whether the student may continue to attend the school type.

Situation aimed at by the reform

With the school reform according to the law of the Senate, above all the previous secondary, secondary and comprehensive schools are to be merged into a new type of school, the district school, and the principle of individualized learning is to be implemented more consistently. This part of the law is not affected by the referendum of July 18th. In addition, according to the Senate's proposal, all children should be taught together for six instead of four years at the previous elementary schools, which are then called primary schools. This part of the law is rejected by the decision: According to the citizenship law, a certificate conference should only decide at the end of the sixth grade whether the child will continue to attend the district school or the grammar school. After the negative outcome of the referendum, this will now be four, eight or nine years. But the fact remains: the Abitur should be able to be acquired both at the grammar school and at the district school. “Sitting down” and schooling will generally no longer be possible.

After the school reform came into force, there should be three types of school in Hamburg:

Primary school

The currently four-year elementary school should be expanded into a primary school in the summer of 2011, in some cases as early as August 2010. By increasing the duration of school at the primary school (six years after the now rejected law), the pupils should learn more together for longer. This idea emerged as a compromise in the negotiations on the coalition agreement between the CDU, which had promised to keep the eight-year high schools in the 2008 election campaign, and the GAL, whose program provides for a nine-year elementary school under the motto "Nine makes you wise".

A problem with the Senate bill was seen in the fact that many of the current elementary schools did not have sufficient staff or premises to take over all of the primary school classes from first to sixth grade. In addition, from the fourth grade onwards, mathematics, German and foreign language lessons should be carried out by specialist teachers from secondary schools.

The class teacher principle should be maintained especially up to the sixth grade. What would have been new was that English is taught from the first grade (this has not been changed by the “initiative”). In addition, a compulsory elective area was planned from the fifth grade. For this purpose, it was planned to take remedial lessons in the main subjects and to choose in-depth lessons in already known subjects or new subjects. The aim was to offer elective courses from the fields of science / technology, society, music / art, sport and languages. It should be possible to learn a second foreign language from the fifth grade. According to the now failed law, however, this would be equipped with a significantly reduced number of hours from the fifth grade compared to the grammar school. In particular, the acquisition of knowledge and skills in the old languages would be severely impaired by the new regulations. The chairman of the Classical Philology Association , Prof.  Stefan Kipf , stated that this was "content and didactic total nonsense and not clouded by any specialist knowledge".

The class frequency should be below 25, in socially disadvantaged districts below 20.

The six-year primary school was what was described as non-negotiable in the discussions with the "We-want-to-learn" initiative, the core of the school reform.

District school and grammar school

From the seventh grade onwards (now from the fifth grade onwards), the pupils should only be divided between two types of school.

In the district school, students from the previous lower secondary, secondary and comprehensive schools learn together up to the tenth grade. If you have the appropriate certificate, you can then attend the upper level for three years and take the Abitur . The district school also replaces the advanced high schools, the last year of which will complete this type of school in the summer of 2013.

At the grammar school , the Abitur should be achieved after a total of twelve school years (“G8” in other federal states).

In both types of school, it is possible to graduate from secondary school after the ninth school year (today: first general school leaving certificate) and after the tenth school year to graduate from secondary school (today: middle school leaving certificate). Unlike in the past, the grammar schools and district schools can no longer let their students “sit down” or “graduate”.

Teacher recommendation and parental voting rights

Up to the sixth (after the referendum: up to the fourth) grade, all pupils go to one school, the primary school. The parents then decide which type of school their child should then attend, i.e. either the grammar school or the district school. After the first high school class, the certificate conference finally decides, based on the performance of the students, whether they will stay at the high school.

Other forms of school

In addition to the main forms, there will still be:

Political discussion

Positions of the parties before the Hamburg state elections in 2008

For the 2008 state election in Hamburg on February 24, 2008, the parties took up various positions on education and school policy.

The CDU , which ruled alone before the election , took the view, through its Senator for Education, Alexandra Dinges-Dierig , that the secondary school in particular had to get away from its stigma , that it was a residual school. This should be achieved by reducing the number of pupils in the secondary school classes. The teaching positions required for this would be filled by teachers from other types of schools through redeployment. In their election program there was a clear rejection of a “single school”. However, there should be support for all-day care. Furthermore, the CDU advocated the integration of disabled students in mainstream schools. Even after the election, part of the CDU base takes the view that this reform will weaken the grammar schools. She would like to continue to have the opportunity to move children after the fourth grade and fears that the parents' right to choose the school type of the child would be weakened. The leadership of the CDU in Hamburg is behind the reform. The First Mayor, Ole von Beust , defends the new primary school with the words: "I want to achieve peace at school ."

The SPD demanded before the election that the junior, intermediate and comprehensive schools are merged. In the next step, the high schools should also be transferred to the newly emerging district schools. However, this should not be done against the parents' wishes at the relevant school. The SPD wanted to completely abolish sitting down. A secondary school student should not be prevented from acquiring a secondary school certificate.

The GAL demanded that all students, including today's high school students, be taught together up to the ninth grade. She called for all-day school and sitting down should be abolished. The schools should have more opportunities for self-administration.

The left called for a common school up to the tenth grade. Classes should take place all day. Furthermore, the party called for cross-year classes and the possibility of school self-responsibility.

The FDP - at the time not represented in the citizenry - demanded in its program to set up a mandatory and free starter class for five-year- olds . Cooperation between the school types should be discussed at regional conferences. The secondary school classes should only be half as big in an immediate program.

The coalition agreement

GAL poster on school reform

After the general election, the CDU and GAL were able to form a black-green coalition due to a joint majority of the seats in the parliament . Already in the preamble of the coalition agreement negotiated in April 2008 it is demanded that “children and young people should be encouraged as well as possible and given equal opportunities in life.” Support and performance could only be achieved together. The last year of pre-school should be offered free of charge. Language support is an important concern. The schools are to be divided into primary school, grammar school and district school. There could also be long-form schools, i.e. schools that consist of a primary school on the one hand and a grammar school or a district school on the other. However, every primary school should always form a “unit with its own management and independent cooperation bodies”. Regardless of their origin, the pupils should have the same opportunities to acquire all competencies “in order to prepare them for an independent and self-determined life in a democratic society”. How this reform will be implemented in detail will be decided in "regional education conferences". The aim is for the number of young people with university entrance qualifications in Hamburg to be as high as is customary in international comparison. The concrete plans were decided in early 2009 in regional school conferences.

The coalition senate justified the school reform with the following arguments:

  • The quality of the teaching is improved by consistently individualizing it and the students learn more independently.
  • The schools' self-responsibility and design options would be further expanded.
  • Longer learning together and lessons that encourage each child individually improve the chances of children with poor starting conditions without slowing down those who are capable.
  • By excluding schooling (up to the tenth grade) and staying seated, damage to the children's self-confidence and motivation to learn is avoided.
  • With the school reform, the classes in primary school would be reduced to a maximum of 20-25 children. There should be no more than 25 children in a class at the district school and no more than 28 children at the grammar school.
  • The children learn more independently than before and are given different tasks depending on their level of performance. The new teaching methods required for this, e.g. B. Learning workshops, the weekly plan, project work or research-based learning are supported and accompanied by advanced training programs.
  • Report certificates and interviews instead of grade certificates (up to sixth grade) with special consideration of individual development give pupils and parents a better picture of the children's performance level.
  • The teachers of a class and of the year should work more in teams in order to promote their cooperation and networking.
  • only two types of school in secondary schools (district school and grammar school),
  • Depending on the local interests, the educational offer in primary schools could be based on focal points such as B. music, foreign languages ​​or sport are expanded, coordinated with the secondary schools in the educational region.
  • In every educational region there should be at least one “tied” all-day primary school with binding times from 8 a.m. to 4 p.m.
  • extensive qualification of teachers in an advanced training offensive.
  • The reform realizes the right of mentally handicapped children to attend a general school and to be taught there - supported by special needs education - together with the other pupils.

Citizens' initiative "We want to learn"

The “Initiative 'We want to learn!', Which was founded in spring 2008, initiated by Walter Scheuerl and registered as an association shortly afterwards. - Association for better education in Hamburg e. V. “spoke out against the introduction of primary school and the abolition of parental voting rights after the fourth grade. She demanded that the relevant part of the amendment to the Hamburg School Act of October 20, 2009 should be reversed.

For this purpose, the association gathered 184,500 signatures as part of a popular initiative under Section 2 of the Hamburg Referendum Act and presented them to the Hamburg Senate on November 18, 2009 .

Since arbitration negotiations failed, the initiative applied for a binding referendum on July 18, 2010 for the Senate on March 18, 2010.

The initiative makes the following arguments:

  • Due to the different starting points and support services, the differences between the students are already so great by the end of the fourth grade that the same learning levels can no longer be achieved anyway.
  • There is no convincing concept for teaching that differentiates between different and more distant learning levels.
  • In view of the reduction in school time to twelve school years ("G8") , grades five and six are indispensable in order to offer meaningful education to children who can and want to learn faster.
  • The parents' will in choosing the type of school is ignored.
  • The introduction of the primary school model would mean that parents would have to decide when starting school which type of school is the right one for their child.
  • There is a risk that more people will migrate to private schools and that educational differences and social differentiation will be exacerbated as a result.
  • Hamburg's poor performance in international studies is essentially caused by comprehensive schools, while the grammar schools fared significantly better, so that the studies did not show any advantage in learning together.
  • The international studies speak primarily for smaller classes, individual support for weak pupils, relief for teachers through additional (above all pedagogically and psychologically) trained staff and effective internal differentiation.
  • Weaker pupils could best be supported by schools with specialized staffing and material resources (e.g. reducing class size, remedial teaching, etc.).
  • Schools with a humanistic, bilingual, musical and sporting profile will be deprived of their foundations if this focus can only be started from the seventh grade.
  • Since the Hamburg schools currently have to process three reform projects, namely the double year, the upper level profile and the introduction of the district schools, no further structural reform can be expected of the school system.

Critics accused the initiative of wanting to maintain an elitist school system. Mayor Ole von Beust called the initiative an “elite with a lack of responsibility” and went on to say “that the wealthy only care about their interests and those who live in a difficult situation no longer even have the hope or the chance that it can get better ”.

PRO School Reform Hamburg e. V.

PRO School Reform Hamburg e. V. is an initiative of parents of school-age children in Hamburg with the aim of supporting the statutory school reform by informing other parents and interested parties both directly and through public relations. According to its statutes, the association is committed to a modern, sustainable school system for Hamburg in which all students are optimally promoted according to their abilities and talents. He sees the school reform as a clear step in this direction and an overdue and necessary response to the results of the PISA study.

The PROSchulreform Hamburg initiative is part of the association Opportunities for All - Hamburg Alliance for Education , in which different social groups have come together to campaign for school reform.

Positions of Teachers' Associations

Poster from school reform supporters with a call for a demonstration
  • The German Teachers' Association described the reform as the "smashing of the last halfway efficient school system in Hamburg and the imitation of another PISA loser, namely Berlin".
  • The Education and Science Union supported the introduction of primary school as a “step in the right direction”: “We support all steps that lead or can lead to longer learning together, i. H. keep the way there open or not obstruct it. We fight everything that establishes early separation or social selection or opens up the possibility of it. "
  • The primary school association welcomes the reform projects. He calls for the “reform to be implemented without postponing or weakening” and particularly welcomes the extension of the joint schooling.
  • The German Association of Philologists feared that “the Senate's bill in its current version would mean the abolition of the Gymnasium as a performance-oriented school type, because even with poor performance, pupils could no longer sit down or be referred to other schools”. It is about the introduction of the comprehensive school through the back door, especially since exactly the same educational goals are formulated in the draft law for grammar school and district school.
  • The Association of German Secondary School Teachers considered the planned school reform "a lazy compromise that shows the way to a single school and involves extreme risks".
  • In a joint press release, the Hamburg Chamber of Parents, Teachers and Schoolchildren spoke out in favor of the reform, but called for sufficient financial support and involvement of those affected.
  • The German Teachers' Association Hamburg called for a “break” in the reform project and warned against “creating a fait accompli, which will be abolished again in August 2010 to the detriment of schools in anger and confrontation”.

See also

Web links

Individual evidence

  1. ↑ Goetsch continues - despite the debacle at the referendum. Article of the Hamburger Abendblatt from July 19, 2010
  2. ^ Homepage Schulreform Hamburg , accessed on March 10, 2010.
  3. ↑ BSB: Framework concepts for primary school, district school and the six-level grammar school. (pdf; approx. 782 kB) In: www.hamburg.de. March 2009, archived from the original on March 6, 2009 ; accessed on February 21, 2020 .
  4. ↑ Popular initiative “We want to learn!” Ended ( memento of the original of November 21, 2009 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. , Report on hamburg.de, accessed on March 3, 2010. @1@ 2Template: Webachiv / IABot / www.hamburg.de
  5. ^ Changes in the School Act , accessed on March 10, 2010
  6. ↑ The proposals of the initiative and those of the Senate were each voted separately with yes or no, this is how the divergent result comes about. Statistics Office North, referendum 2010 , accessed July 19, 2010
  7. ↑ PISA 2006, The results of the third international comparative study, PISA Konsortium (Ed.), 2007, Tab. 7.1.2
  8. ↑ Hauptschule as discontinued model , article on Focus online from August 7, 2008, accessed on February 25, 2010
  9. ↑ Kurt Heller: Dealing with heterogeneity in the comprehensive school versus three-tier secondary school system , in: Realschule in Deutschland, 116, No. 6 (2008), pp. 4–7; also as a PDF file ( Memento of the original from July 16, 2011 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved May 3, 2010 @1@ 2Template: Webachiv / IABot / www.vo-saar.de
  10. ↑ Jens Asendorpf. Personality psychology. Springer Medizin Verlag. Heidelberg. 2009, p. 80
  11. ^ After Pisa shock: Finnish model is considered a role model , Die Welt online, October 27, 2006, accessed on March 3, 2010
  12. ↑ End of secondary school  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. , ZEIT online, April 18, 2007. See also: Hamburg was [from 2000 to 2005] - with the exception of 2004 - in each case at the top of the state results in terms of expenditure for state general and vocational schools per inhabitant. , Education report Hamburg 2009  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. , (PDF) p. 57, accessed on March 2, 2010.@1@ 2Template: Dead Link / www.zeit.de  @1@ 2Template: Toter Link / www.bildungsmonitoring.hamburg.de  
  13. ↑ Education report Hamburg 2009  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. , (PDF) p. 56, accessed on March 2, 2010@1@ 2Template: Toter Link / www.bildungsmonitoring.hamburg.de  
  14. ↑ Hamburg is still lagging behind in the Pisa test , Die Welt online, November 18, 2008.
  15. ↑ End of secondary school  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. , ZEIT online, April 18, 2007.@1@ 2Template: Dead Link / www.zeit.de  
  16. ↑ Education report Hamburg 2009  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. , (PDF) p. 197, accessed on March 2, 2010@1@ 2Template: Toter Link / www.bildungsmonitoring.hamburg.de  
  17. ↑ PDF on wir-wollen-lernen.de.
  18. ^ School reform. From 2009, Hamburg will be two-pronged. Focus Online, April 18, 2007
  19. ↑ Heike Solga , Rosine Dombrowski: Social inequalities in school and extracurricular education. State of research and research needs . Working Paper 171 of the Hans Böckler Foundation, March 2009; also as a PDF file , accessed on April 11, 2010
  20. ↑ Citizenship paper 19/436 (application from GAL and CDU)
  21. ^ Eleventh law amending the Hamburg School Act
  22. ^ A b Eleventh letter from School Senator Christa Goetsch to the Hamburg schools . schulreform.hamburg.de, Retrieved November 13, 2009.
  23. ↑ Heike Schmoll , “Kahlschlag bei den alten Sprachen”, FAZ from June 2, 2010, p. 4.
  24. ↑ http://www2.radiohamburg.de:8080/Hamburg/Nachrichten/2009/November/Streitgespraech-zur-Schulreform-Absage-von-Christa-Goetsch  ( page no longer available , search in web archives )  Info: The link was automatic marked as defective. Please check the link according to the instructions and then remove this notice. RadioHH@1@ 2Template: Toter Link / www2.radiohamburg.de  
  25. ↑ http://www.abendblatt.de/hamburg/kommunales/article1275137/Volksbegehren-gegen-Schulreform-bringt-Schwarz-Gruen-in-Not.html Hamburger Abendblatt November 19, 2009
  26. ↑ Education Senator Alexandra Dinges-Dierig: "Strengthen secondary schools, relieve primary school teachers, reposition language promotion" , press release of the authority for schools and vocational training on Bildungsklick.de
  27. ↑ Core elements from the CDU election program on the subject of "Education" ( memento of the original from April 10, 2009 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. on kandidatenwatch.de @1@ 2Template: Webachiv / IABot / www.kandidatenwatch.de
  28. ↑ Von Beust: "I stayed true to my principles" ( Memento of the original from October 12, 2008 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. , Hamburger Abendblatt from April 25, 2008 @1@ 2Template: Webachiv / IABot / www.cdu.de
  29. ↑ Core elements from the SPD election program on the subject of "Education" ( Memento of the original from October 28, 2008 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. on kandidatenwatch.de @1@ 2Template: Webachiv / IABot / www.kandidatenwatch.de
  30. ↑ Core elements from the election program of the Greens on the subject of "education" ( memento of the original from June 30, 2008 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. on parliamentwatch.de @1@ 2Template: Webachiv / IABot / www.kandidatenwatch.de
  31. ↑ Core elements from the election manifesto of the party Die Linke on the subject of "Education" ( Memento of the original from June 30, 2008 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. on parliamentwatch.de @1@ 2Template: Webachiv / IABot / www.kandidatenwatch.de
  32. ↑ Core elements from the election program of the FDP on the subject of "education" ( memento of the original from June 17, 2008 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. on parliamentwatch.de @1@ 2Template: Webachiv / IABot / www.kandidatenwatch.de
  33. ^ Agreement on cooperation in the 19th electoral term of Hamburg citizenship between the Christian Democratic Union, Regional Association Hamburg and Bündnis 90 / Die Grünen, Landesverband Hamburg, GAL ( Memento of the original from April 30, 2011 in the Internet Archive ) Info: The archive link was inserted automatically and not yet tested. Please check the original and archive link according to the instructions and then remove this notice. (Coalition agreement), (pdf) @1@ 2Template: Webachiv / IABot / www.cduhamburg.de
  34. ↑ http://www.schulreform.hamburg.de/masshaben
  35. ↑ Schedule for the referendum , accessed on March 11, 2010.
  36. ↑ Hamburg referendum law
  37. ↑ Wording of the application of March 18, 2010 ( Memento of the original of March 23, 2010 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / hamburg-schulreform.de
  38. ^ Arguments of the initiative against primary school
  39. ↑ The struggle for school reform: elites want to stay among themselves , manuscript of an article in Panorama from February 18, 2010 (pdf; 57 kB).
  40. ↑ Von Beust criticizes the elites in the school dispute , Die Welt , February 14, 2010, accessed on February 23, 2010
  41. ↑ PROSchulreform: School reform in Hamburg ( Memento of the original from February 28, 2010 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved March 8, 2010 @1@ 2Template: Webachiv / IABot / www.proschulreformhh.de
  42. ↑ Opportunities for Everyone - Hamburg Alliance for Education ( Memento of the original from February 25, 2010 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved March 8, 2010 @1@ 2Template: Webachiv / IABot / www.chancen-fuer-alle.org
  43. ^ Press release from October 12, 2009
  44. ↑ GEW on the framework concept of the school reform ( memento of the original from August 8, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.gew-hamburg.de
  45. ↑ Primary School Association (January 2010): Statement on the school reform in Hamburg (Federal Board) ( Memento of the original from March 4, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 75 kB) @1@ 2Template: Webachiv / IABot / www.grundschulverband.de
  46. ↑ Ole von Beust allies himself with the gravedigger of the grammar school
  47. ↑ So far around 10,000 signatures for "A School for All" , Die Welt online, September 30, 2008
  48. ↑ Joint declaration of the chambers of May 7, 2009  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF; 31 kB)@1@ 2Template: Toter Link / www.elternkammer-hamburg.de  
  49. ↑ School policy - just a question of power?  ( Page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. , Press release of the German Teachers' Association Hamburg from November 27, 2009@1@ 2Template: Toter Link / www.dl-hamburg.de