Comparative work - Study: Many pupils have deficits in reading and arithmetic
Many students in Baden-Württemberg still have catch-up needs in Arithmetic, Reading, and Listening. According to the results of the nationwide comparison studies (VERA), 24 percent of approximately 80,000 third-graders did not reach the minimum standards for reading that are required for the completion of primary school by Class 4. In listening, 28 percent failed to meet the minimum requirements, and in arithmetic, an even higher 29 percent did.
Children who predominantly do not speak German at home are particularly likely to miss the minimum standards, according to the study. Students with German everyday language achieved significantly higher competence levels, as stated in the evaluation. Moreover, there is a positive correlation between the cultural capital at home - measured by the number of books in the household - and the results of the comparison studies.
More than half of the eighth-graders with fewer than ten books at home did not reach the minimum standards in reading. The proportion for adolescents from households with 100 to 200 books was only 11 percent.
Schopper advocates for early intervention
At the state level, one in five eighth-graders fell below the minimum standards required for the intermediate school-leaving certificate in reading. Large differences exist between different types of schools. While only two percent of students at the gymnasium fell below the minimum standard, the figure was 42 percent at the comprehensive schools, and 59 percent at the Haupt- and Werkrealschools. However, not all students at these schools aim for the intermediate school-leaving certificate. In mathematics, one in three eighth-graders nationwide fell below the minimum standards.
Minister of Culture Theresa Schopper (Greens) sees her course confirmed by the results of the comparison tests. These results further confirmed the findings of the state. "We have set the right priorities. It is now crucial that we implement the educational reform, especially in early intervention, consistently and with determination," Schopper said.
The results of the comparison studies are also incorporated into the so-called school data sheet. Through this, school inspectors can see data for each school, such as the percentage of students with a migration background, absenteeism, or student competencies in comparison to the state average. With individual target and performance agreements, improvements can then be agreed upon and specifically achieved.
From this year, teachers can also visually display which child is at which level - and then directly retrieve appropriate teaching materials for the precise support of the children.
Earlier studies had also shown significant deficits. In 2022, a study by the Institute for Quality Development in Education (IQB) showed that fourth-graders in the southwest were increasingly experiencing problems with reading and listening. In response to this, there has been a mandatory reading intervention at primary schools since this school year. Students are supposed to read aloud twice a week in class.
Early language intervention already planned in kindergarten
At the end of April, Gruen-Schwarz also agreed on a program for language promotion at kindergartens and primary schools. This is intended to help children with language problems at an early stage. Therefore, children should receive a compulsory language promotion of four hours per week, if a support need was identified during the school entry examination.
If children still do not speak sufficient German to attend primary school after that, they will be supported in so-called junior classes starting from the school year 2026/2027.
The coalition plans to finance the program with costs of up to 100 million Euro per year in the upcoming budget. It is intended to be gradually implemented in the coming years. The first measures should reportedly take effect in the coming school year. The complete build-up is therefore planned for the school year 2028/2029.
- Theresa Schopper, the Minister of Culture in Baden-Württemberg, believes that the results of the comparison studies confirm their focus on education. She emphasizes the importance of implementing the educational reform, particularly in the area of early intervention, to address the significant number of children in primary school not reaching the minimum reading standards.
- In Stuttgart, schools are incorporating strategies such as mandatory reading intervention in primary classes and early language promotion programs in kindergartens and primary schools to ensure that children like those who predominantly do not speak German at home have the necessary support to meet the minimum educational standards.
- To address the learning gaps in Arithmetic, Reading, and Listening, Teresa Schopper and her coalition aim to implement a comprehensive language promotion program, starting with a compulsory language promotion of four hours per week for children identified with support needs during the school entry examination, and eventually including so-called junior classes for children who struggle with German by the school year 2026/2027.
