Eine ausführliche Fassung dieses Beitrags ist online als Discussion Paper beim Leibniz-Zentrum für Europäische Wirtschaftsforschung (ZEW) Mannheim publiziert worden: .
Gelten Schulschließungen als eine der wirksamsten Maßnahmen zur Bekämpfung der Corona-Pandemie[1], warnen Bildungsökonomen[2] vor gravierenden pädagogischen und volkswirtschaftlichen Konsequenzen. Würden die im Frühjahr 2020 geschlossenen Kindertagesstätten zunächst eine „verringerte(n) Schulreife“ bewirken, hätten Schulschließungen eine „verstärkte Versetzungsgefährdung, eine erhöhte Anzahl an Schulabbrüchen und verringerte Abschlussquoten in der weiterführenden Bildung“ zur Folge.[3] Langfristig wären überdies Einkommensverluste von „rund 2,7% – 4,6% über das gesamte Erwerbsleben“ zu erwarten.[4]
Historisch-empirische Bezugspunkte dieser Prognosen sind u.a. die bis zu dreimonatigen Sommerferien in den USA sowie mehrwöchige Lehrerstreiks in Argentinien, Belgien und Kanada, insbesondere aber auch die beiden jeweils achtmonatigen Kurzschuljahre 1966/67 zur Vereinheitlichung des Schuljahresbeginns in der alten Bundesrepublik im Herbst sowie die Verlängerung der Vollzeitschulpflicht um ein Jahr auf neun Jahre durch die Einführung der Hauptschule Mitte der 1960er Jahre. Anhand ausgefallenen bzw. verkürzten Unterrichts sowie der einjährigen Schulzeitverlängerung werden negative bzw. positive Effekte für Lernen und Kompetenzerwerb geprüft und danach gefragt, inwiefern diese Effekte das spätere Einkommen beeinflusst haben. Als „Daumenregel“ gilt hierbei, dass „Schüler*innen im Durchschnitt pro Schuljahr rund ein Drittel einer Standardabweichung hinzulernen“ und dass daher dem Verlust von einem Drittel der Unterrichtszeit während der auf zwölf Wochen angesetzten Schulschließungen in der ersten Pandemie-Welle 2020 „rund 10% einer Standardabweichung an verlorenen Testleistungen entsprechen.“ Weiterhin, dass „eine zusätzliche Standardabweichung an Kompetenzen im Durchschnitt mit einem 27,4% höheren Erwerbseinkommen“ einhergeht (bei einer Spezifikation der Kompetenzunterschiede „sogar 46,5%“) und 10% Lernverluste insofern „einem Einkommensverlust von rund 2,7% – 4,6% über das gesamte Erwerbsleben“ entsprechen.[5]
Wenngleich nicht bestritten werden kann, dass längerer Schulbesuch zu besseren Berufspositionen und höherem Einkommen führt und mithin enge Zusammenhänge zwischen Schulbesuchsdauer und Einkommen bestehen[6], sind die Effekte der Schulzeitverlängerung und der Kurzschuljahre in den 1960er Jahren durchaus umstritten. Während einer vielzitierten bildungsökonomischen Studie zufolge das zusätzliche neunte Schuljahr an den Hauptschulen keine Auswirkungen auf das Erwerbseinkommen hatte[7], belegt eine aktuelle Untersuchung zumindest für die beruflichen Skills das Gegenteil.[8] Ergibt diese Studie zudem nicht unerhebliche Lernverluste durch die Kurzschuljahre, widerspricht auch dieser Befund sowohl zeitgenössischen psychologischen Untersuchungen Anfang der 1970er Jahre als auch späteren bildungsökonomischen Analysen.[9]
Aus bildungssystemgeschichtlicher Sicht erscheint der Bezug auf die ab Mitte der 1960er Jahre um ein Jahr verlängerte Vollzeitschulpflicht zur Prognose Corona-bedingter Lern- und Einkommensverluste insofern problematisch, als die begrenzte Reform des Pflichtschulbereichs von der gleichzeitig massiv beschleunigten Bildungsexpansion deutlich und folgenreich überlagert wurde. Mit dem in den 1960er Jahren einsetzenden Ausbau von Realschulen, Gymnasien und Hochschulen ging ein sprunghafter Anstieg der Bildungsbeteiligung einher, der die Schülerverteilung im Sekundarbereich rasch und dauerhaft zuungunsten der Volks- bzw. Hauptschulen veränderte.[10] Besuchten 1960 noch 67,9% aller Achtklässler die Volksschule und lediglich 12,8% eine Realschule bzw. 16,1% ein Gymnasium, hatte sich in nur zwei Jahrzehnten der Anteil der Hauptschüler bis 1980 mit 38,6% fast halbiert. Mehr als jeder zweite Achtklässler besuchte nun bereits eine Realschule (26,9%) oder ein Gymnasium (26.0%). Die Schüler der neunten Klasse setzten sich zwar ab Mitte der 1960er Jahre auch aus Schülern der nunmehr neunjährigen Haupt- als Pflichtschule zusammen, wie sie im Fokus der genannten bildungsökonomischen Studien steht – mit deutlich zunehmender Tendenz aber gerade auch aus Realschülern und Gymnasiasten. Aus systemischer Perspektive verloren die Hauptschüler seit den 1960er Jahre innerhalb des allgemeinbildenden Schulwesens so stark an Gewicht, dass Jahrzehnte später geprüfte Qualifikations- bzw. Einkommenseffekte der um ein Jahr verlängerten Vollzeitschulpflicht mit Blick auf die dynamisch wachsende Zahl von Realschülern und Gymnasiasten weder damals noch heute für das deutsche Bildungssystem repräsentativ sein dürften. Auch qualitative, inhaltliche Aspekte sprechen dagegen, das „Kompetenzwachstum“ einer immer weiter marginalisierten Teilpopulation zum Maßstab aktueller Vorhersagen von Lernverlusten durch Schulschließungen zu machen. So verfolgte die Volks- als Pflichtschule ein Basis-Curriculum, dessen Anspruchsniveau sich traditionell signifikant von dem der anderen Sekundarschularten unterschied. So wurde überhaupt erst mit der Hauptschule Englisch zur Pflicht und auch ein stärker wissenschaftsorientiertes Curriculum wurde, noch abgesehen von umfänglich fachfremd erteiltem Unterricht, von Lehrern vermittelt, deren fachliche Ausbildung im Vergleich zu den Realschullehrern und den Studienräten an Gymnasien deutlich kürzer ausfiel und noch an Pädagogischen (Fach-)Hochschulen, erst seit den 1970er Jahren dann an Universitäten stattfand. Wird zudem in Rechnung gestellt, dass die Volksschuloberstufe vier, die sie ablösende Hauptschule fünf, die Realschule sechs und das Gymnasium neun Schuljahre umfassten, erscheint es auch von der geringen Dauer des Schulkurses her mehr als problematisch, damalige Kompetenzzuwächse von Pflichtschülern in die Gegenwart zu übertragen. Schließlich nahmen durch die rasch steigenden Übergänge in Realschulen und Gymnasien die leistungsstarken Schüler in der Volksschuloberstufe bzw. in den Hauptschulen ab. Durch diesen negativen Selektionseffekt gingen in den 1960er Jahren mehr und mehr leistungsschwächere Grundschüler auf Hauptschulen.
Die skizzierten tiefgreifenden Veränderungen der Bildungsteilnahme reflektieren den Wandel des traditionellen industriegesellschaftlichen Karrieremusters, demzufolge 70% bis 80% der Jugendlichen die Volksschule besuchten und anschließend eine meist dreijährige Lehre durchliefen, hin zu immer stärker durch längere Bildungsteilnahme und qualifiziertere Abschlüsse bestimmten Karrieren. Dieser fortlaufende Prozess der Bildungsexpansion resultiert heute in einem gegenüber dem klassischen dreigliedrigen Schulwesen ungleich vielgestaltigeren Bildungssystem mit weitaus komplexeren fachlichen Inhalten, das sich in seinen Qualifikationsangeboten und -strategien von der Schule der 1960er Jahre substanziell unterscheidet. Die Folgen temporärer Corona-bedingter Schließungen dürften kaum unabhängig bzw. isoliert von diesem Expansionstrend am Maßstab von Kompetenzgewinnen durch eine über fünfzig Jahre zurückliegende Schulreform im Pflichtschulbereich prognostizierbar sein.
Auch die befürchteten unmittelbaren Folgen von Schulschließungen lassen sich anhand der beiden Kurzschuljahre 1966/67 auf Basis der amtlichen Schulstatistik der 1960er und 1970er Jahre nicht bestätigen. Weder kam es zu einer erhöhten Zahl von Schulabbrüchen oder zu verringerten Abschlussquoten, noch waren Einschulungen und der Durchgang durch Schullaufbahnen beeinträchtigt. Die zeitversetzt betrachteten Prüfungen an den Hochschulen zeigten für die von den Kurzschuljahren betroffenen Schülerjahrgänge ebenfalls keine Auffälligkeiten.
Im Ergebnis scheint das Schulsystem gerade im Sekundarbereich Lerneinschränkungen ohne größere Einschnitte durchaus zu verkraften und nicht zuletzt aufgrund situativ erhöhter Lehr- und Lernanstrengungen ausgleichen zu können. Zugleich werden aktuell Prüfungsanforderungen – sofern möglich – angepasst und so der Signalwert von Noten und Zertifikaten zu erhalten versucht.
Vollkommen anders stellt sich dagegen die Lage in den Grundschulen dar, wo Schulschließungen schnell zu signifikanten Lernverlusten führen. Geradezu dramatisch ist die Situation in Brennpunktschulen mit hohen Anteilen von Kindern aus bildungsfernen Milieus bzw. mit sprachlichen Problemen.
Die vor der Pandemie bestehende Stabilität und Robustheit schulischer Institutionen scheint für die konkreten Folgen in hohem Maß bestimmend, wenn nicht ausschlaggebend zu sein. Eine problemsensibel fokussierte Bildungsforschung richtet sich insoweit auf die besonders vulnerablen Bereiche des Bildungssystems und evaluiert gerade dort pädagogische Interventionsmöglichkeiten. Dramatisierende Prognosen exorbitanter Folgeschäden und ein starres, alternativloses Festhalten am Präsenzunterricht verdecken den Blick auf die Chancen gut balancierter digitaler Alternativen und deren Potenzial, „Schule neu (zu) denken“.[11]
Anmerkungen
| ↑1 | |
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| ↑2 | Im Folgenden wird aus Gründen der Lesbarkeit ausschließlich die männliche Form verwendet. Sie bezieht sich auf Personen aller drei Geschlechter (männlich, weiblich, divers). |
| ↑3 | |
| ↑4 | |
| ↑5 | |
| ↑6 | |
| ↑7 | |
| ↑8 | |
| ↑9 | |
| ↑10 | Die nachfolgenden schulstatistischen Angaben sämtlich nach der in: berichteten Literatur bzw. den dort verarbeiteten Quellen. |
| ↑11 |
Literatur
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