Eliteschulen in Deutschland
Eine Analyse zur Existenz von Exzellenz und Elite in der gymnasialen Bildungslandschaft aus einer institutionellen Perspektive
Jürgen Baumert y Kai Maaz
Cite this publication as
Jürgen Baumert, Kai Maaz, Eliteschulen in Deutschland (2009), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2009 #02, S.211
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Descripción / Abstract
Zusammenfassung: Der vorliegende Beitrag widmet sich der Frage nach der Existenz und Identifikation von Elite- und Exzellenzgymnasien. Eliteschulen wurden über Merkmale des sozialen Hintergrunds, Exzellenzgymnasien über die Testleistungen der Schülerinnen und Schüler definiert. Die Analysestichprobe bildetenN=410 Gymnasien der nationalen Erweiterung der PISA 2000-Studie. Auswertungen mittels latenter Profilanalysen zeigten, dass sich sowohl bei der Verwendung aggregierter Indikatoren der sozialen Komposition als auch bei der Analyse von aggregierten Testleistungen vier Gymnasialgruppen identifizieren ließen, von denen jeweils eine als Elite- bzw. Exzellenzcluster bezeichnet werden konnte. Die auf Basis der sozialen und der Leistungskomposition identifizierten Gruppen wiesen einen klaren Überlappungsbereich auf, konnten aber nicht gleichgesetzt werden. Diese Befunde zeigen, dass die Identifikation von Elite- bzw. Exzellenzschulen wesentlich von der Auswahl der definierenden Merkmale abhängt. Des Weiteren legen die Analysen nahe, dass der Begriff des Elite- bzw. Exzellenzgymnasiums als graduelles Konstrukt zu begreifen ist, da in keinem Fall eine von der Gesamtverteilung klar separierte Gruppe vorlag.
Stichwörter: Bildungslandschaft, Elite, Exzellenzgymnasien, PISA 2000-Studie, Profilanalysen, latente
Abstract: The author examines whether elite schools or schools of excellence actually exist in the field of secondary education and how they may be identified. Elite schools were defined according to characteristics of social background, secondary schools of excellence according to the students´ test-related achievements. The random sample for the analysis was formed by N = 410 secondary schools that had taken part in the national expansion of the PISA 2000 study. Evaluations through latent profile analyses showed that both in the application of aggregated indicators of social composition as well as in the analysis of aggregated partial achievements four groups of secondary schools could be identified, one of which, respectively, could be described as an elite or excellence cluster. Those groups identified on the basis of social and achievement-related compositions revealed a clearly defined field in which findings overlapped, yet, they could not be treated as equivalents. These results show that the identification of elite schools or schools of excellence depends primarily on the choice of the defining criteria. Furthermore, the analyses suggest that the term elite secondary school or secondary school of excellence is to be conceived of as a gradual construct because none of the cases examined revealed a group clearly separated from the overall distribution.
Key words: Elite, Education, PISA
Stichwörter: Bildungslandschaft, Elite, Exzellenzgymnasien, PISA 2000-Studie, Profilanalysen, latente
Abstract: The author examines whether elite schools or schools of excellence actually exist in the field of secondary education and how they may be identified. Elite schools were defined according to characteristics of social background, secondary schools of excellence according to the students´ test-related achievements. The random sample for the analysis was formed by N = 410 secondary schools that had taken part in the national expansion of the PISA 2000 study. Evaluations through latent profile analyses showed that both in the application of aggregated indicators of social composition as well as in the analysis of aggregated partial achievements four groups of secondary schools could be identified, one of which, respectively, could be described as an elite or excellence cluster. Those groups identified on the basis of social and achievement-related compositions revealed a clearly defined field in which findings overlapped, yet, they could not be treated as equivalents. These results show that the identification of elite schools or schools of excellence depends primarily on the choice of the defining criteria. Furthermore, the analyses suggest that the term elite secondary school or secondary school of excellence is to be conceived of as a gradual construct because none of the cases examined revealed a group clearly separated from the overall distribution.
Key words: Elite, Education, PISA