TY - JOUR A1 - Scharf, Jan A1 - Becker, Michael A1 - Stallasch, Sophie E. A1 - Neumann, Marko A1 - Maaz, Kai T1 - Primary and secondary effects of social background across secondary education T1 - Primäre und sekundäre Herkunftseffekte über den Verlauf der Sekundarstufe BT - eine Dekomposition an drei Bildungsübergängen BT - decomposing effects at three educational transitions JF - Zeitschrift für Erziehungswissenschaft N2 - Secondary education is characterised by a sequence of transitions that are linked to educational inequality. Regarding social background effects, inequalities relate to disparities in educational achievement (primary effects) and educational decisions (secondary effects). In the present study, both primary and secondary effects are analysed based on an entire student cohort in the Hamburg school system (KESS study) across the course of secondary education, i.e. from entering secondary school to aiming for higher education. The KHB method is applied in order to decompose the effects, including transitions to upper secondary education. In line with previous research, total social background effects decrease across educational trajectories. No clear pattern emerges concerning an assumed increase in the relative importance of secondary effects. Primary effects operationalised by school grades are slightly predominant in the transition to lower secondary education, and nearly the same ratio is found for the transition to upper secondary education. However, regarding the aim to enter higher education, the relative importance of secondary effects is more clearly discernible. N2 - Die Sekundarstufe ist gekennzeichnet durch eine Sequenz von Übergängen, an denen Ungleichheiten durch Leistungsdisparitäten (primäre Effekte) und Bildungsentscheidungen (sekundäre Effekte) nach sozialer Herkunft relevant werden. Diese Herkunftseffekte werden mit dem vorliegenden Beitrag erstmals anhand von Daten einer vollständigen Schülerkohorte (Hamburger KESS-Studie) über den gesamten Verlauf der Sekundarstufe vom Übergang ins Gymnasium bis zur Studienintention analysiert. Eine Dekomposition und Quantifizierung primärer und sekundärer Effekte mit der KHB-Methode erfolgt dabei erstmals auch für den Eintritt in die Oberstufe. Abnehmende absolute Herkunftseffekte über den Bildungsverlauf, auf die bisherige Befunde verschiedener Stichproben verweisen, können mit dieser Studie zum Teil bestätigt werden. Zum vermuteten relativen Bedeutungszuwachs sekundärer Effekte zeigen die Ergebnisse kein eindeutiges Muster: Beim Wechsel ins Gymnasium überwiegen primäre Effekte leicht, wenn Noten als Leistungsindikator verwendet werden. Beim Eintritt in die Oberstufe bleibt die Relation nahezu unverändert. Erst bei der Studienintention fällt die relative Bedeutung sekundärer Effekte größer aus. KW - Complete survey KW - Decomposition KW - Educational transitions KW - Primary and KW - secondary effects KW - Social inequality KW - Bildungsübergänge KW - primäre und sekundäre Herkunftseffekte KW - Effektdekomposition KW - Vollerhebung KW - soziale Ungleichheit Y1 - 2020 U6 - https://doi.org/10.1007/s11618-020-00981-7 SN - 1434-663X SN - 1862-5215 VL - 23 IS - 6 SP - 1251 EP - 1282 PB - Springer CY - Wiesbaden ER - TY - JOUR A1 - Westphal, Andrea A1 - Becker, Michael A1 - Vock, Miriam A1 - Maaz, Kai A1 - Neumann, Marko A1 - McElvany, Nele T1 - The link between teacher-assigned grades and classroom socioeconomic composition: The role of classroom behavior, motivation, and teacher characteristics JF - Contemporary educational psychology N2 - Teacher judgments in terms of grades, proficiency assessments, and recommending placement in ability groups can have important consequences for a child’s future educational path. Whether or not students’ sociodemographic background characteristics are systematically related to teacher judgments has been a controversial topic of discussion. Using data from the TIMSS-Transition Study (N = 3285 fourth graders) administered across 13 German federal states in the 2006–2007 school year and survey data from parents and teachers, we investigated whether or not the average classroom socioeconomic status is reflected in teacher judgments and also examined possible underlying processes. We also probed the role of teachers’ own socioeconomic backgrounds (at the age of 16) in their later susceptibility to differentially judge students from different socioeconomic backgrounds and in differentially composed classrooms. Multilevel regression analyses revealed that, after controlling for differences in achievement (as indicated by standardized tests), teachers’ judgments were associated with the classrooms’ socioeconomic composition, and this finding could not be attributed to the average levels of motivation or behavior in the classroom. Teachers were similarly likely to exhibit such differential judgments regardless of their own socioeconomic background. These findings are discussed in the context of their implications for educational policy. KW - Teacher judgments KW - Grading KW - Classroom composition KW - Teacher background KW - Multilevel modeling Y1 - 2016 U6 - https://doi.org/10.1016/j.cedpsych.2016.06.004 SN - 0361-476X SN - 1090-2384 VL - 46 SP - 218 EP - 227 PB - Elsevier CY - San Diego ER - TY - JOUR A1 - Becker, Michael A1 - Neumann, Marko A1 - Tetzner, Julia A1 - Böse, Susanne A1 - Knoppick, Henrike A1 - Maaz, Kai A1 - Baumert, Jürgen A1 - Lehmann, Rainer T1 - Development? Effects of the transition into academically selective schools JF - The journal of educational psychology N2 - The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to Gymnasium on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students. KW - psychosocial development KW - transition KW - ability grouping KW - longitudinal design KW - propensity score matching Y1 - 2014 U6 - https://doi.org/10.1037/a0035425 SN - 0022-0663 SN - 1939-2176 VL - 106 IS - 2 SP - 555 EP - 568 PB - American Psychological Association CY - Washington ER - TY - JOUR A1 - Dumont, Hanna A1 - Neumann, Marko A1 - Nagy, Gabriel A1 - Becker, Michael A1 - Rose, Norman A1 - Trautwein, Ulrich T1 - Class composition Effects in non-academic lower secondary school tracks in the state of Baden-Württemberg JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis N2 - The study investigates the effects of classroom composition (average ability, achievement, and socio-economic background, proportion of immigrant students) on the development in mathematics achievement, and reading literacy from grade 5 to 6. The study draws on a sample of N=1892 students in vocational track schools (Hauptschule) and intermediate track schools (Realschule) in Baden-Wuerttemberg, Germany. After controlling for school type, and between-school differences in student intake characteristics, none of the compositional characteristics showed a statistically significant effect on achievement development. School track was associated with the development of reading literacy even after controlling for individual differences; however, this relationship lost its statistical significance after the composition of the student body was additionally taken into account. KW - Academic achievement KW - tracking KW - reading comprehension KW - mathematics KW - composition effects Y1 - 2013 U6 - https://doi.org/10.2378/peu2013.art16d SN - 0342-183X VL - 60 IS - 3 SP - 198 EP - 213 PB - Reinhardt CY - München ER - TY - BOOK A1 - Maaz, Kai A1 - Baumert, Jürgen A1 - Neumann, Marko A1 - Becker, Michael A1 - Dumont, Hanna T1 - Die Berliner Schulstrukturreform : Bewertung durch die beteiligten Akteure und Konsequenzen des neuen Übergangsverfahrens von der Grundschule in die weiterführenden Schulen Y1 - 2013 SN - 978-3-8309-2946-8 PB - Waxmann CY - Münster ER - TY - JOUR A1 - Dumont, Hanna A1 - Neumann, Marko A1 - Maaz, Kai A1 - Trautwein, Ulrich T1 - The effect of student body composition on academic achievement International and National Evidence JF - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis N2 - This paper reviews empirical evidence on the effect of the composition of a student body on academic achievement of students. After defining the term composition effect, methodological aspects regarding the study of composition effects are considered. International and national evidence for the composition of a student body with respect to students' abilities, social, and ethnic background is then presented. Whereas international studies find evidence for social, ethnic, and achievement composition variables, national studies reveal that mean achievement level of a school or class is the most important composition variable in Germany. However, this effect is confounded with school track and social composition, which itself exerts a small incremental effect. Ethnic composition, however, does not seem to play an important role. The paper closes with a presentation of the underlying processes of composition effects and a discussion on how the composition of a student body is considered in school governance practices. KW - Composition effects KW - academic achievement KW - tracking Y1 - 2013 U6 - https://doi.org/10.2378/peu2013.art14d SN - 0342-183X VL - 60 IS - 3 SP - 163 EP - 183 PB - Reinhardt CY - München ER -