Die G8-Reform in Baden-Württemberg: Kompetenzen, Wohlbefinden und Freizeitverhalten vor und nach der Reform

Abstract

The introduction of the eight-year high school stream was considered controversial by politicians and the public, partially because of the lack of empirical data supporting the decision. The present study compared students from G8 and G9 cohorts in Baden-Württemberg regarding cognitive variables such as competence in mathematics, English reading, physics and biology as well as non-cognitive outcomes such as school related stress, health problems and leisure time activities. Based on representative data from the National Educational Panel Study (NEPS; Add-on-Study Baden-Württemberg), students from four cohorts spanning 2011 to 2013 were compared. In regard to the subject-specific competences we found no differences between students from G8 and G9 cohorts in mathematics and physics, minor disadvantages for G8 students in biology and the largest disadvantage for G8 students in English reading achievement. Concerning stress and health problems we found disadvantages for G8 students, whereas effects for leisure time use remained inconsistent. Interpretations of the findings and possible implications are discussed.