User:Greatgreenwhale/Academic achievement among different groups

Academic achievement among different groups in Germany is a topic many German scientists are interested in.

Academic Achievement in persons holding different citizenships

A study released by the OECD showed that immigrants in Germany perform much worse at school than their counterparts elsewhere and they are also less likly to attend selective schools such as the Realschule or the Gymnasium (university preparatory school).

German scientist Thränhardt commented that statements about immigrants were not meaningsful, as immigrants come from a number of countries and immigrants from some countries were doing really well, while others were doing poorly.

One of the groups doing worst were students of italien citizenship, who were more likely to attend a special education school than a Gymnasium. Most italian studentes attended a Hauptschule. Students holding the spanisch, russian, croatian, or bosnian citizenship were more likely to attend a Realschule or a Gymnasium than they were to attend a Hauptschule. The were doing as well as Germans.

Because of high turkish birthrates students holding a turkish passport make up for 42,5% of all students holding a foreign passport in Germany. Students holding a turkish passwort were more likely to attend the Hauptschule (a school that teaches at a slower path than Realschule or Gymnasium), however some groups holding a turkish passport such as the Alevi were succesful.

Ethnic group differences in scholastic achievement

Second Generation Greek students were more likely to attend a Gymnasium (college preparatory school) than their ethnic German counterparts..

No other ethnic group in Germany was as successful as the ethnic vietnamese, 50% of whom attended a Gymnasium..

Educational Attainment of muslim students differed by ethnic group. While 50,2% of students from Iran attended either a Realschule or a Gymnasium, only 12,7% of lebanese students attended one of those schools.

Academic grades differed by ethnic groups:

Academic Grade received for performance in German language class (by ethnic group)

Academic Grade	Turkish	Italian	Yugoslavian	person of German or partial German ancestry not born in Germany	person of German ancestry born in Germany
1,0 bis 2,4 (1 is the best grade)	6,3 %	6,7 %	19,8 %	22,3 %	33,5 %
2,5 bis 3,0	18,9 %	12,2 %	18,9 %	26,9 %	26,2 %
3,1 bis 6,0 (6 is the worst grade)	74,4 %	81,1 %	61,3 %	50,8 %	40,3 %

Academic Grade received for performance in math class (by ethnic group)

Academic grade	Turkish	Italian	Yugoslavian	person of German or partial German ancestry not born in Germany	person of German ancestry born in Germany
1,0 bis 2,4 (1 is the best grade)	14,9 %	11,1 %	23,6 %	33,7 %	36,9 %
2,5 bis 3,0	20,5 %	14,4 %	20,8 %	31,1 %	24,7 %
3,1 bis 6,0 (6 is the worst grade)	64,4 %	74,4 %	55,7 %	35,3 %	38,4 %

Percentage of students accepted by a Realschule or a Gymnasium after primary school graduation by ethnic group (only students that attend Hauptschule, Realschule or Gymnasium are counted for this statistic. students that attend a comprehensive or another school are not counted.

School	Türkisch	Italienisch	Ex-Jugoslawisch	Aussiedler	Autochthone Deutsche
student accepted at a Gymnasium	8,6 %	7,8 %	20,8 %	28,2 %	34,5 %
students accepted at a Realschule	16,2 %	10,6 %	19,8 %	34,0 %	30,1 %
student will attend Hauptschule	75,3 %	81,7 %	59,4 %	37,9 %	35,4 %

According to a study academic grades played a vital role in determinating wether a students was accepted at the Realschule or Gymnasium. However acdemic grades were not the only factors influencing Gymnasium and Realschule attendance. Even if grades were controlled for ethnic Germans were somewhat more to be accepted for a Realschule. Gymnasium acceptance however was not influenced by ethnic group if grades were controlled for.

Immigrant children attending a primary school that was attended by other immigrant children showed poorer academic performance than immigrant children that attended a school that was less diverse. According to a study immigrant children were more likely than ethnic Germans to attend a school that underperformed other schools. Immigrant children that attended a primary school, which had many immigrant students were less likely than students attending a less diverse school to be accepted at a Realschule or a Gymnasium. However another study found that:

In sum, frame of reference effects can be found for educational achievement (big-fish-little-pond-effect), but not for a class’s migration background.

Alba et al found that while turkish and italian immigrants did worse than would be predicted by their IQs that was not true for greek immigrants.