@book{MaazBaeriswylTrautwein2011,
  author    = {Maaz, Kai and Baeriswyl, Franz and Trautwein, Ulrich},
  title     = {Herkunft zensiert? Leistungsdiagnostik und soziale Ungleichheiten in der Schule ; eine Studie im Auftrag der Vodafone Stiftung Deutschland},
  publisher = {Vodafone Stiftung},
  address   = {D{\"u}sseldorf},
  pages     = {119 S.},
  year      = {2011},
  language  = {de}
}
@article{KramerNagyTrautweinetal.2011,
  author    = {Kramer, Jochen and Nagy, Gabriel and Trautwein, Ulrich and Luedtke, Oliver and Jonkmann, Kathrin and Maaz, Kai and Treptow, Rainer},
  title     = {High class students in the universities, the rest in the other institutions of higher education},
  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/s11618-011-0213-4},
  pages     = {465 -- 487},
  year      = {2011},
  abstract  = {In Germany, different types of university-level institutions are available for tertiary education: traditional universities (Universitaten) and-since the 1970s-universities of applied science (Fachhochschulen) as well as universities of cooperative education (Berufsakademien). The present study investigates differences in key areas related to students' academic choices and success: do students at different types of university differ significantly in terms of cognitive performance, personality or social background? We compared N = 1.230 students at traditional universities, universities of applied science, and universities of cooperative education (Baden-Wurttemberg Cooperative State University) on the basis of a large scale longitudinal study in the German federal state of Baden-Wurttemberg. Students of the different university types differed significantly in all three key areas (cognitive performance, personality, and social background) within the fields of technical sciences and economics. We determine the relative importance of these key areas for differences between university types and we discuss the implications of our findings.},
  language  = {de}
}
@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}
}