New PIRLS analysis on academic track recommendation

New analyses of the Progress in International Reading Literacy Study (PIRLS) show that in Germany, recommendations for students to attend the Gymnasium (academic secondary school) continue to depend heavily on their socioeconomic backhround, and that this finding cannot be explained by differences in performance alone.

A new publication based on data from the Progess in International Reading Literacy Study (PIRLS) shows that children from families with higher socioeconomic status continue to receive recommendations to attend the academic track more often than children from less priviledged backgrounds. This is also the case when performance levels are comparable. Children with an immigrant background are also less likely to receive a recommendation to attend the academic track, but this discrepancy can be explained entirely by differences in performance. The findings point to the need for effective early dzpport measures and for teachers to be made aware of possible disadvantages in transition recommendations.

Further information: press release & publication