Comparative work - Study: Third graders have deficits in reading and math
Many third-graders and third-graders 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 the approximately 80,000 participants in Class 3 failed to meet the minimum standards for reading that are required for the completion of primary school by Class 4. In listening, 28 percent did not meet the minimum requirements, and in arithmetic, an even higher percentage of 29 percent did not meet the minimum standards.
The study shows that children most frequently fail to meet the minimum standards if they predominantly speak a language other than German at home. Pupils with German everyday language, on the other hand, achieved higher competence levels, according to the evaluation. In addition, 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.
Schopper advocates for early support
Minister of Culture Theresa Schopper (Greens) sees her course confirmed by the results of the comparison tests. These confirmed once again the findings of the state. "We have set the right priorities. Now it is of great importance that we implement the educational reform, especially in early support, consistently and with determination," Schopper said.
Earlier surveys 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 having problems with reading and listening. As a result, there has been a compulsory reading promotion in primary schools since this school year. Pupils are supposed to read aloud twice a week in class.
Help with language problems in kindergartens and primary schools
At the end of April, the Green-Black coalition also agreed on a program for language promotion in kindergartens and primary schools. With this, children with language problems should be supported early. For example, children should receive a compulsory language promotion of four hours per week, if a learning support need was identified during the school entry examination.
If the children still do not speak sufficient German by then to attend primary school, they should be supported in so-called junior classes from the school year 2026/2027.
The coalition plans to allocate 100 million Euros per year for the program in the upcoming budget. It is intended to be gradually implemented in the coming years. The first measures should take effect in the coming school year. The complete build-up is planned for the school year 2028/2029.
- Minister of Culture Theresa Schopper, from Stuttgart in Baden-Württemberg, commended the results of the comparison tests, highlighting that they support her advocacy for early support in education, especially focusing on children who have language barriers.
- Identifying the need for early language support, Schopper's coalition agreed on a program that aims to provide compulsory language promotion in kindergartens and primary schools for children exhibiting learning support needs, with a particular focus on Theresa Schopper's hometown of Stuttgart in Baden-Württemberg.
- The program, endorsed by Theresa Schopper, plans to allocate 100 million Euros annually for language promotion in Kindergarten and primary schools across Baden-Württemberg, with the ultimate goal of reducing the deficit in reading, listening, and arithmetic skills among children, including those like Theresa Schopper who may have spoken a language other than German at home during their early years.
