Who skips a grade? Findings concerning grade acceleration in German schools
- This study examines how often and in which form students use the option of gradeskipping in Germany and what characterizes those students. The database was derived from a sample of N = 4,103 students (grades 8-10), who were tested within the standardisation process of the national educational standards in mathematics. For these students data existed on their mathematical competence (educational standard items) and intelligence (subtests word analogies and figural analogies of the KFT 4-12 + R). Furthermore, we identified n = 33 (0,8%) students by questionnaire, who had already skipped one grade. Those accelerated students are predominantly boys, had skipped the grade during their first years at school and performed only slightly above-average on two cognitive ability scales. At the time the survey was conducted, 39% did not attend a Gymnasium and 34 % had to repeat one grade after having been accelerated. While they report average grades in relation to their peers, their mathematical competence is well above average.
Author details: | Miriam VockORCiDGND, Christiane Penk, Olaf Koeller |
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DOI: | https://doi.org/10.2378/peu2013.art22d |
ISSN: | 0342-183X |
Title of parent work (German): | Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis |
Publisher: | Reinhardt |
Place of publishing: | München |
Publication type: | Article |
Language: | German |
Year of first publication: | 2014 |
Publication year: | 2014 |
Release date: | 2017/03/27 |
Tag: | Acceleration; giftedness; grade-skipping; talent; whole-grade acceleration |
Volume: | 61 |
Issue: | 3 |
Number of pages: | 12 |
First page: | 153 |
Last Page: | 164 |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
Peer review: | Referiert |
Institution name at the time of the publication: | Humanwissenschaftliche Fakultät / Institut für Erziehungswissenschaft |