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<p>Compensation measures for disadvantages (CFD) and individual learning objectives (ILO) are key for the implementation of inclusive teaching. However, the two measures may have different implications for subsequent educational trajectories. The few existing studies on this topic, all conducted in primary schools, suggest that allocation to such differentiation measures may be shaped by social selectivity. This study uses logistic path models to investigate the relationship in secondary school between the social and migration backgrounds of students and the allocation of CFD and ILO support (<i>N</i> = 1066 students in 85&#xa0;classrooms; age&#xa0;12–16). The results show that students from a&#xa0;less privileged and/or migration background are more likely to receive ILO, although this correlation is mediated by mathematics achievement. When mathematics achievement is controlled, students without a&#xa0;migration background are more likely to be allocated to CFD. These findings suggest social selectivity and social disadvantages play a&#xa0;role in the allocation of CFD and ILO at the secondary level. They show that school stakeholders need to have greater sensitivity to the possible influence of background factors and be aware of the need to ensure parents are well-informed about measures such as CFD and ILO.</p>

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Benachteiligung durch Differenzierungsmaßnahmen? Wie soziale Herkunft und Migrationshintergrund die Zuweisung von nachteilsausgleichenden Maßnahmen und individuellen Lernzielen auf der Sekundarstufe I bestimmen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月2日

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  • Eva-Maria Holzer,
  • Maria Wehren-Müller,
  • Janina Kraft,
  • Mireille Tabin,
  • Elisabeth Moser Opitz

摘要

Compensation measures for disadvantages (CFD) and individual learning objectives (ILO) are key for the implementation of inclusive teaching. However, the two measures may have different implications for subsequent educational trajectories. The few existing studies on this topic, all conducted in primary schools, suggest that allocation to such differentiation measures may be shaped by social selectivity. This study uses logistic path models to investigate the relationship in secondary school between the social and migration backgrounds of students and the allocation of CFD and ILO support (N = 1066 students in 85 classrooms; age 12–16). The results show that students from a less privileged and/or migration background are more likely to receive ILO, although this correlation is mediated by mathematics achievement. When mathematics achievement is controlled, students without a migration background are more likely to be allocated to CFD. These findings suggest social selectivity and social disadvantages play a role in the allocation of CFD and ILO at the secondary level. They show that school stakeholders need to have greater sensitivity to the possible influence of background factors and be aware of the need to ensure parents are well-informed about measures such as CFD and ILO.