@article{TrautweinNagyMaaz2011,
  author    = {Trautwein, Ulrich and Nagy, Gabriel and Maaz, Kai},
  title     = {Social disparities and the opening of the secondary school system in Germany},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {14},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {3},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-011-0220-5},
  pages     = {445 -- 463},
  year      = {2011},
  abstract  = {Efforts to break the link between the school type attended and the qualification awarded are seen an important step in the modernization of Germany's tracked secondary school system. However, it remains disputed whether these efforts have reduced social disparities or in fact increased them. This study examined the transition from lower secondary education in academic- and intermediate-track schools to upper secondary education in general and vocational gymnasium schools in the state of Baden-Wurttemberg. When indicators of parental social background and school-leaving qualifications were controlled, the opening of upper secondary education was found to be associated with a decrease in the social selectivity of upper secondary education for intermediate-track students. At the same time, for those intermediate-track students who were entitled to enter upper secondary education, social background had predictive effects on the transition decision; however, the overall size of these effects was low.},
  language  = {de}
}