This dissertation considers aspects of education inequality in Germany. The German education system is known to produce relatively high education inequality, particularly as a result of selecting pupils into secondary school tracks when they are about ten years old. The studies presented discuss different sources with the potential to increase flexibility and to decrease inequality in education. Firstly, the establishment of so-called ‘support stages’, which delay the timing of tracking for two years (to seventh grade), is examined. Furthermore, German school entry-age regulations are considered, where flexibilities related to the track choice may again reduce initial disadvantages of early school entrants. Finally, a school intervention pro-ject examines the benefits of single-gender education. This project aims to investigate whether gender specific preferences related to technical subjects may be changed through such an intervention.
Mühlenweg, Andrea (2007), Empirical Studies on Aspects of Education Inequality in Germany. Dissertation an der Leibniz Universität Hannover, Leibniz Universität Hannover, Hannover