American terms should therefore be avoided. See website for Paulischule Schulform: You will find 79, hits for "non-selective secondary school" on Google: We are a non-selective secondary school situated on the outskirts of the town of Carrickfergus.
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Lancashireman United Kingdom Local time: I think there is no terms that is directly equivalent, but middle school seems to be the closest. English, Slovenian PRO pts in category: Peer comments on this answer and responses from the answerer neutral. Middle school IMO is more often associated with Realschule.
MS refers to the age group of students, not the type of school.
Login to enter a peer comment or grade. English PRO pts in category: They largely teach the same subjects as a Realschule or Gymnasium , but at a slower pace. From the first year of Hauptschule , all children learn English. The jobs for which they apply consequently require practical skills rather than academic knowledge. They may also qualify for further education in a Realschule or Gymnasium if their marks are good enough.
Most Hauptschulen are state-run and thus do not cost any money to attend; however some private Hauptschulen do exist. The "youth welfare office" may also cover the costs of the student attending a private Hauptschule. The German state spends more money on students attending public Hauptschulen than it spends on students attending public Realschulen or Gymnasien , and Hauptschulen have a more favourable student-teacher-ratio than those other types of school.
The schools face many challenges, because they sometimes have to educate students of average abilities alongside students that have learning difficulties or need special attention. They offer the so-called M-classes for it advanced students, regular classes and the so-called P-classes for students who are struggling. Percentage of jobholders holding Hauptschulabschluss , Realschulabschluss or Abitur in Germany: Historically, a vast majority in Germany went to Hauptschule ; in However, in the s an educational expansion started and parents started sending their children to better schools.
Thus younger jobholders are less likely to hold a Hauptschulabschluss than older ones. Most Hauptschulen reside in conservative areas like Bavaria , because conservative parties want to strengthen the Hauptschule , while the SPD closed Hauptschulen , replacing them with comprehensive schools. In these areas, in many cases, the Hauptschule is not a school of first choice for a student and is attended by students, of whom is believed that they for a number of reasons may not profit from the more competitive environment of other schools.
In some areas, where few students attend the Hauptschule , and those who do often suffer from learning disabilities, Hauptschule students have come to be increasingly stigmatized over the last years, the opinion of the general public often being that Hauptschulen only harbor the bottom end of society. Teachers often complain about ongoing difficulties in trying to properly educate them and parents refusing to take responsibility. Moreover, and based on these problems, in some areas it has become very hard for Hauptschule graduates to find qualified work or begin an apprenticeship , even in professions which traditionally welcomed them and in some areas have now shifted their focus to better qualified applicants, e.
In some areas, an overwhelming majority of each graduating class is therefore forced to accept low-paying unskilled labor or live on welfare indefinitely; many choose to stay in school for another year to obtain their diploma, which slightly, but not fundamentally, improves their career prospects. Baumert, Stanat and Watermann did a report on so called "problem schools" in The number of "problem schools" that could be identified varied greatly by State of Germany. In Bavaria no "problem school" could be found. Any qualified child can enter the lottery, regardless of previous school performance see: Some gymnasia are inundated with applications and some children have to resort to second or third choices.
State-funded schools a big majority are tuition-free, as foreseen by the respective laws, even often on constitutional level.
Segregation of students by parent wealth or income is looked down upon, to the point of being an exception to the constitutionally guaranteed freedom to have private schools Article 7 section 4 of the German constitution, Sondierungsverbot. Of the private gymnasia, the vast majority is run by the Catholic Church on very low tuition fees which is more easy as by Concordat , the Church receives a high percentage of the amount of money the State need not spend for a pupil in a Church-school ; fees for schools who need to earn money by teaching are higher.
Schools with fees generally offer scholarships. This is less than what was spent on a student attending Hauptschule , but more than was spent on those attending Realschule. While one third of all German youngsters have at least one foreign-born parent [21] and other German schools are becoming more multicultural, gymnasia have remained more or less socially and ethnically exclusive.
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However, that is only half the truth. Children belonging to Russian-Jewish, Chinese, Greek, Korean or Vietnamese minorities [22] [23] [24] are more likely to attend a gymnasium than ethnic Germans. Yet, most minorities are less likely to attend a gymnasium than ethnic Germans. According to Der Spiegel magazine, some minority students were denied a letter of recommendation for entrance to a gymnasium by their teachers simply because they were immigrants.
According to Der Spiegel , teachers think minority students would not feel at home at a school having such a homogenous student body. There have been calls for the abolition of the gymnasium and a switch-over to comprehensive schools. Some believe that gymnasia are "the great equaliser" and have pointed out that state-funded and parochial gymnasia have helped many students rise above humble backgrounds.
Some also point to the fact that gymnasia are the only schools where working-class students nearly catch up with their middle-class peers, while in the case of comprehensive schools, the effects of social class on student academic performance are more pronounced than in any other type of school. The Progress in International Reading Literacy Study revealed that working-class children needed to achieve higher reading scores than middle-class children in order to get letters of recommendation for entrance into the gymnasium.
After testing their reading abilities, the odds for upper-middle-class children to be nominated for a gymnasium were 2. Even when comparing children with the same reading scores, ethnic Germans were still 2. According to the PISA study, competency was linked to social class. After allowing for cognitive competency, middle-class children were still attending gymnasium at three times the rate of working-class children. After allowing for reading competency and cognitive competency, children from the highest social class still attended gymnasium at four to six times the rate of working-class children.
According to the study, immigrant children were not discriminated against. The reason so few immigrant children attended gymnasium was poor reading skills. After allowing for reading competency, children from immigrant families were as likely as children from native German families to attend gymnasium. The German scientist Lehmann did a longitudinal study on the performance of pupils in Berlin in standardised tests.
Such pupils used to be admitted to a gymnasium after the fourth grade and after the sixth grade. Pupils in German schools do not undergo standardised testing, but rather write essays. However, Lehmann wanted to know if those test results would predict the likelihood of admission to a gymnasium after the sixth grade and if admission to a gymnasium after the fourth grade would boost their performance in standardised tests. According to scientists Joachim Tiedemann and Elfriede Billmann-Mahecha, there was a big-fish-little-pond effect.
Children were more likely to have their teacher write a letter of recommendation if the remainder of their primary school class was not too bright.
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In , a study revealed that lower-class and working-class children attending a comprehensive school lagged behind their less disadvantaged peers in terms of mathematical abilities. The same study revealed that working- and lower-class children attending gymnasium nearly caught up to their peers attending the same school. A study done by Helmut Fend revealed that gymnasium may not matter as much as is generally perceived. According to the study, parents' social class, not schooling, determined children's life trajectories.
The study revealed that upper-middle-class children graduating from gymnasium and upper-middle-class children graduating from comprehensive schools later graduated from college and followed the footsteps of their parents into higher professional jobs. It also revealed that for every working-class child who graduated from college, there were 12 upper-middle-class children who did.
Only a few specialised gymnasia admit their students on the basis of IQ tests. A study revealed 10th graders attending a normal gymnasium and 10th graders attending a Realschule had higher IQs than 10th graders attending a comprehensive. It also revealed that the difference was greater in 10th grade than it had been in 7th grade. The institute also stated that the IQ difference between comprehensives on the one hand and gymnasia and Realschulen on the other was greater by 10th grade than in 7th grade because the mean IQ of those at gymnasium and Realschule had risen.
The institute did not believe, however, that attending Realschule or gymnasium boosts students' IQ. Instead, they stated that students with lower IQs who attend gymnasium or Realschule might find themselves increasingly unable to keep up and thus may drop out by 10th grade. As has been mentioned before, gymnasia and Gesamtschulen in Germany do not administer standardised tests to their students and few students are familiar with those kinds of tests.
Yet, scientists sometimes use standardised tests to evaluate schools. That equals 2 to 3 years of schooling. They have said comprehensives taught their students "Independence, capacity for team work, creativity, conflict management and broad mindedness" and that those qualities cannot be measured on standardised tests. According to a disputed study evaluating students' character, based on a standardised test, those attending a Realschule or gymnasium were more likely to be respectful and considerate of other peoples' feelings than those attending a comprehensive school.
This study has been widely criticised. Charges were raised that questions were worded in academic language [46] thus, students attending a comprehensive may not have understood them properly. It has also been suggested that the answers the students gave may have been influenced by social class, that gymnasium students may have been brought up to think they were selfless, while really they were not. Proponents of comprehensive schools stated gymnasium students were phony and elitist while pretending to be selfless.
A study revealed that college-bound students attending a traditional gymnasium did better on the TOEFL than college-bound students attending a comprehensive, but those did better than college-bound students attending an " Aufbaugymnasium ", " Technisches Gymnasium " or " Wirtschaftsgymnasium " the last three schools serve students, who graduated from another school receiving no Abitur and give them the opportunity to earn the Abitur. Proponents of comprehensive schools often hold the opinion that it is unfair to compare gymnasia and Realschulen with comprehensive schools. While gymnasia and Realschulen often handpick their students, comprehensives are open to all.
Proponents of comprehensives also think they lack the most academically promising young people, who have been skimmed off by other schools.
They also point out that some comprehensives such as the " Laborschule Bielefeld " and the " Helene Lange School " in Wiesbaden ranked among Germany's best schools. Germany's Left Party introduced a discussion concerning affirmative action. According to Stefan Zillich , quotas should be "a possibility" to help working-class children who do not do well in school gain access to gymnasium. The headmasters have also expressed concerns that children of working-class families would not feel welcome at gymnasia. Wolfgang Harnischfeger, headmaster of a well-known Berlin gymnasium, has stated,.
It can be noticed in children as young as kindergarten students, that children take after their parents. They emulate their language, their way of dressing, their way of spending their free time. They will not be able to integrate. Every field day, every school party will show that". He also said "this kind of policy would weaken the gymnasium" and that this would be dangerous because "German society could not afford to do without the excellence the gymnasium produces". In , the Senate of Berlin decided that Berlin's gymnasium should no longer be allowed to handpick all of their students.
Every child will be able to enter the lottery, no matter how he or she performed in primary school.
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It is hoped that this policy will increase the number of working-class students attending gymnasium. From Wikipedia, the free encyclopedia. Academic grading in Germany. Academic achievement among different groups in Germany. This article is in a list format that may be better presented using prose. You can help by converting this article to prose, if appropriate. Editing help is available. German schools and pedagogy: Organization and instruction of common schools in Germany, with the views of German teachers and educators on elementary instruction.
Education in Nazi Germany. A History of Germany - Archived from the original on The study was conducted in North Rhine-Westphalia with students in an advanced course.