Students' Skills Dip in Math and Science

A recent nationwide study in Germany reveals a significant decline in math and science skills among ninth-graders across all states and school types, with over a quarter failing to meet the minimum standards for secondary school completion. This decline is attributed in part to the impact of the COVID-19 pandemic.

Key Points

A nationwide study, the IQB-Bildungstrend 2024, assessed the skills of ninth-graders in mathematics, biology, chemistry, and physics.
The study found a considerable drop in performance between 2018 and 2024 in both mathematics and the natural sciences.
Approximately 50,000 students from over 1,500 schools participated in the study.
A significant percentage of students are failing to meet the minimum standards required for the "Mittlerer Schulabschluss" (MSA), a secondary school leaving certificate, particularly in chemistry and mathematics.
The study also highlights a correlation between students' socio-economic background and their performance, with students from more affluent families achieving higher scores.
Researchers attribute a significant portion of the decline to the disruption caused by the COVID-19 pandemic.

Background

The IQB-Bildungstrend is a recurring study conducted every six years by the Institut zur Qualitätentwicklung im Bildungswesen (IQB) to evaluate the academic performance of ninth-grade students across Germany. The study assesses competencies in core subjects like mathematics, biology, chemistry, and physics. The collected data provides insights into the overall state of education in Germany, identifying areas of strength and weakness, and informing educational policy decisions. The study uses a "global scale" for measuring performance, setting the average score of ninth-graders in 2012 at 500 points. This allows for tracking changes in performance over time. While results remained relatively stable between 2012 and 2018, the 2024 assessment reveals a notable downward trend. Participation in the study is mandatory for public schools, ensuring a representative sample of the student population, with the exception of students who have been receiving instruction in German for less than a year.

Numbers & Facts

24 points: The average decrease in mathematics scores between 2018 and 2024.
50,000: Approximate number of ninth-grade students who participated in the IQB-Bildungstrend 2024.
1,500+: Number of schools involved in the study.
25%: Approximate percentage of students failing to meet the minimum standard for the "Mittlerer Schulabschluss" in chemistry and mathematics.
16%: Percentage failing to meet the standard in physics.
10%: Percentage failing to meet the standard in biology.
2012: The year the global scale was established, setting the average score for all ninth-graders in Germany at 500 points.
Bayern, Baden-Württemberg, and Sachsen: States with performance significantly above the national average.
Bremen, Hessen, Nordrhein-Westfalen, and Saarland: States with the lowest performance.

Assessment

The findings of the IQB-Bildungstrend 2024 are concerning for several reasons. The significant decline in performance across all subjects and states indicates a systemic issue within the German education system. The fact that a substantial portion of students are failing to meet the minimum standards for secondary school completion raises concerns about their future educational and career prospects. The study also reveals a persistent link between socio-economic background and academic performance, highlighting the need for interventions to address educational inequalities. The observed increase in psychological distress among students, particularly girls, adds another layer of complexity, suggesting that academic challenges may be intertwined with mental health concerns. The study highlights the uneven educational landscape across different German states, emphasizing the need for tailored interventions.

Outlook

In response to the findings, the authors of the IQB-Bildungstrend 2024 recommend implementing targeted support programs to boost students' motivation and self-confidence. They also emphasize the importance of improving teacher training and providing additional support to schools facing challenging circumstances. Future research may focus on identifying the most effective strategies for mitigating the impact of the COVID-19 pandemic on student learning and addressing the underlying factors contributing to the decline in academic performance. It is anticipated that educational policymakers will use the results of this study to inform decisions about resource allocation and educational reforms aimed at improving student outcomes. The next IQB-Bildungstrend in six years will reveal whether the initiated measures have been effective in reversing the current negative trend.

Source: https://www.tagesschau.de/wissen/bildungstrend-2024-100.html