Data in the domain of secondary school education
In: German Data Forum (RatSWD). (Hrsg.): Building on progress
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4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
PISA (Programme for International Student Assessment),
Research on school education is exceptionally active at present. This heightened level of activity is partly due to the realization that, compared to other countries, Germany knows very little about its school system. Before the results from the first cycle of the Programme for International Student Assessment (PISA) were published at the end of 2001, for example, even the proportion of immigrant students attending German schools was largely unknown (Baumert et al. 2001). Although the situation has changed tremendously over the last 10 years, many questions remain open. One of the major research gaps pertains to how student competencies and other aspects of educational success develop over time and across different stages of the education system. Similarly, information on the factors that shape these developments is lacking. This is particularly the case for process factors within schools, classrooms, and families that affect student learning. Moreover, although considerable progress has been made in capturing cognitive competencies and skills, little is known about how they unfold over time. Also, the role that soft-skills, such as social competencies, play as determinants and outcomes of educational processes remains largely unclear. To provide a basis for exploring these and other issues, it is necessary to make existing datasets available to researchers and to generate additional datasets with improved research designs and instrumentation.
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