Education researcher on the devastating IGLU results: “The influence of social background on educational success is unbroken”

Ms. McElvany, the results of the current IGLU study for Germany are devastating. The reading skills of fourth graders in Germany have declined again. What is it that worries you the most about it?
A big problem is that we have not only fallen significantly on average, but overall. When children show such great deficits at such a young age, it is very difficult for them to continue learning, let alone professional training and full social participation.

25 percent of children who are in the fourth grade do not reach level III and thus no longer meet the minimum reading standards. 20 years ago, the said value was still 17 percent. This is a big problem for us as a society, actually for the whole country.

Does that mean the situation deteriorated further after the Pisa shock of 2001?
Yes, back then the deficits were more among the older students, in elementary school we were in the upper middle field. In the meantime, other European countries are in a much better position: We only have to look from Berlin to Poland, where the problem affects ten percent fewer children. Other European countries such as Finland and England also have significantly better values.

What is this crash?
It’s probably a mix of different reasons. Corona certainly plays a part, but then also the composition of the student body. More and more children do not speak German at home. And while in Germany an average of 141 minutes per week is available for reading, in other OECD countries the average is around 200 minutes. Something’s wrong.

Children from less privileged families who receive less support at home are particularly affected. That is unfair and a German phenomenon. Why is that?
Unfortunately, we have to admit that nothing has improved at all in the IGLU findings in terms of educational equity in the past 20 years. The influence of social background on educational success is unbroken, and the measures taken to date have not been sufficient.

We need to focus more on teaching basic skills in elementary school.

Nele McElvany

But why do social differences in Germany have such a striking impact on educational success?
We see empirically systematic differences in the skills achieved, in the grading and in the transition recommendations or transition behavior after elementary school. Later, of course, this will result in different educational qualifications and other educational and life paths.

There are multiple reasons for that. But one can say with certainty that we have so far not succeeded in promoting children with less favorable individual or social conditions in the pre-school and then in the school area so effectively that they can develop their potential despite the unequal family conditions. In other countries, the differences between the groups of students are sometimes much smaller.

What needs to change in education policy?
We need to focus more on teaching basic skills in elementary school. Reading, writing and arithmetic must initially be the focus as basic skills – in addition to systematic promotion of language skills in German where this is necessary.

In order to make this possible, we need a comprehensive introduction of screenings and targeted support diagnostics, with subsequent binding support measures that are later checked for success. A corresponding setting of priorities and a clearly regulated procedure would also relieve the teachers.

Could the results of the next IGLU study be better?
In terms of the aftermath of the corona effects, yes. But in order to achieve fundamental improvements, measures need time to take effect. We should rather focus on 2031 for this.