Führt Schulinspektion zu besseren Schülerleistungen?
Difference-in-Differences-Studien zu Effekten der Schulinspektion Hamburg auf Lernzuwächse und Leistungstrends
Marcus Pietsch und Ingola Mohr
Diese Publikation zitieren
Marcus Pietsch, Ingola Mohr, Führt Schulinspektion zu besseren Schülerleistungen? (2014), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2014 #03, S.446
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Beschreibung / Abstract
Schulinspektionen sollen zu verbesserten Schülerleistungen auf Einzelschul- und Systemebene führen. Während für Schulinspektionen in Deutschland bislang keine empirischen Befunde zur diesbezüglichen Wirksamkeit vorliegen, zeigen internationale Studien, dass es Schulinspektionen in der Regel nicht gelingt, Leistungssteigerungen herbeizuführen. Jedoch sind diese Befunde aufgrund von Stichprobenproblemen in den Studien meist wenig belastbar. Im vorliegenden Beitrag wird daher am Beispiel der Schulinspektion Hamburg erstmals für eine Schulinspektion in Deutschland mithilfe von Trenddaten des Hamburger Zentralabiturs sowie Längsschnittdaten der Studie Kompetenzen und Einstellungen von Schülerinnen und Schülern (KESS) überprüft, welche Effekte auf Schülerleistungen empirisch nachweisbar sind. Mögliche Stichprobenprobleme werden dabei in den Analysen explizit berücksichtigt, um empirisch belastbare Aussagen zur Wirksamkeit von Schulinspektion auf Schülerleistungen treffen zu können.
Schlagworte: Difference-in-Differences, Schülerleistungen, Schulinspektion, Selektionseffekte, Wirksamkeit
School inspectorates are meant to improve student performance on the level of both the individual school and the school system. Whereas, in this context, there are no empirical findings on the efficiency of school inspectorates in Germany, international studies show that, as a rule, school inspectorates succeed in bringing about an improvement in performance. However, these findings are usually not very reliable due to problems with the random samples chosen for the studies. The present contribution for the first time examines for the German context which effects on student performance are empirically verifiable, using the school inspectorate Hamburg as an example. The investigation is based on trend data on Hamburg´s central school leaving exam and on longitudinal data provided by the study "Students´ competencies and attitudes" (German abbreviation: KESS). Possible problems with random samples are explicitly taken into account in the analyses in order to be able to come up with empirically reliable findings on the effects of school inspections on student performance.
Keywords: Difference-in-Differences, Student Achievement, School Inspection, Selection Bias, Effectiveness
Schlagworte: Difference-in-Differences, Schülerleistungen, Schulinspektion, Selektionseffekte, Wirksamkeit
School inspectorates are meant to improve student performance on the level of both the individual school and the school system. Whereas, in this context, there are no empirical findings on the efficiency of school inspectorates in Germany, international studies show that, as a rule, school inspectorates succeed in bringing about an improvement in performance. However, these findings are usually not very reliable due to problems with the random samples chosen for the studies. The present contribution for the first time examines for the German context which effects on student performance are empirically verifiable, using the school inspectorate Hamburg as an example. The investigation is based on trend data on Hamburg´s central school leaving exam and on longitudinal data provided by the study "Students´ competencies and attitudes" (German abbreviation: KESS). Possible problems with random samples are explicitly taken into account in the analyses in order to be able to come up with empirically reliable findings on the effects of school inspections on student performance.
Keywords: Difference-in-Differences, Student Achievement, School Inspection, Selection Bias, Effectiveness