The Economic and Social Effects of Early Educational Tracking in Germany
College
College of Arts and Sciences
Mentor Information
Peter Funke
Description
For over a century, Germany has utilized a three-pronged approach to secondary schooling. This includes the Gymnasium path, targeted at students preparing to enter university studies; Hauptschule, which prepares students for vocational employment; and Realschule, which bridges the gap between the two. Students are selected for these paths around ages 10-11 after completing primary schooling. Through researching German law, analyzing government-provided and privately written research data, and personal testimony from former students of the German education system, we find that the “channeling” effects of the education system produce substantial economic and social effects. This channeling can lead to competing effects—achieving stronger youth unemployment metrics while also inhibiting social and economic mobility. The research shows that vocational schooling through the Hauptschule is an effective measure to provide students a reliable path into working life and that this can stabilize the job market for essential trades. While this provides a general benefit to the economy, the apportionment of students at such a young age can weaken potential for individual and class-wide social mobility. This research can provide insight into the strengths and weaknesses of a three-track secondary schooling system and may inform educational policy writers on how best to address different economic and social goals.
The Economic and Social Effects of Early Educational Tracking in Germany
For over a century, Germany has utilized a three-pronged approach to secondary schooling. This includes the Gymnasium path, targeted at students preparing to enter university studies; Hauptschule, which prepares students for vocational employment; and Realschule, which bridges the gap between the two. Students are selected for these paths around ages 10-11 after completing primary schooling. Through researching German law, analyzing government-provided and privately written research data, and personal testimony from former students of the German education system, we find that the “channeling” effects of the education system produce substantial economic and social effects. This channeling can lead to competing effects—achieving stronger youth unemployment metrics while also inhibiting social and economic mobility. The research shows that vocational schooling through the Hauptschule is an effective measure to provide students a reliable path into working life and that this can stabilize the job market for essential trades. While this provides a general benefit to the economy, the apportionment of students at such a young age can weaken potential for individual and class-wide social mobility. This research can provide insight into the strengths and weaknesses of a three-track secondary schooling system and may inform educational policy writers on how best to address different economic and social goals.
