Entwicklung der mathematischen und Lesekompetenzen über sieben Jahre: Individuelle Determinanten und die Rolle der Schulform in der Sekundarstufe I

We analyzed the development of mathematical and reading competencies of German students from primary to secondary school with data from Starting Cohort 2 of the National Educational Panel Study (NEPS, N = 5,436). Moreover, we examined if the chosen school type served as a mediator for social and migration-related disparities. Effect sizes showed that mathematical competencies increased more in primary school than at the beginning of secondary school and that there were significant differences in the growth between students from different school types. Furthermore, results showed that grades in German and math primarily predicted the chosen school type in secondary school. The school type, in turn, was a significant predictor and mediator for mathematical and reading competencies in 7th grade. In addition to the grades in German and math, there were indirect effects from competencies in primary school and social and migrationrelated characteristics via school type on the later competencies. Competence differences among students emerged at the beginning of primary school due to family background and persisted into secondary school