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This study investigates differences in achievement scores between all-day and half-day 8th grade students in Austria’s general secondary schools in mathematics and reading. According to the National Education Reports Austria 2012 and 2018, school performance in Austrian all-day schools has not or only insufficiently been researched. First, the conception and form of all-day schools in Austria are presented. The aim of this article is to reduce the research gap concerning student achievement in Austrian separate all-day schools (SADS). For this purpose, data from about 43,000 students were analyzed, collected through educational standard testing in German 2016 and mathematics 2017. These full surveys provide descriptive data and information on all-day schooling in Austria’s general secondary schools. The results show significant differences with respect to various predictors of achievement among students in the different types of school organization. Finally, evidence for thought for a possible paradigm shift is provided.

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Achievement and Educational Inequality of Students in Half- and Separate All-Day Schools in Austria: Comparison of Populations Based on the 8th Grade Educational Standard Examinations in Mathematics and Reading Comprehension

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  • 发表日期：

    2025年

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  • Gerald Tritremmel,
  • Mathias Krammer

摘要

This study investigates differences in achievement scores between all-day and half-day 8th grade students in Austria’s general secondary schools in mathematics and reading. According to the National Education Reports Austria 2012 and 2018, school performance in Austrian all-day schools has not or only insufficiently been researched. First, the conception and form of all-day schools in Austria are presented. The aim of this article is to reduce the research gap concerning student achievement in Austrian separate all-day schools (SADS). For this purpose, data from about 43,000 students were analyzed, collected through educational standard testing in German 2016 and mathematics 2017. These full surveys provide descriptive data and information on all-day schooling in Austria’s general secondary schools. The results show significant differences with respect to various predictors of achievement among students in the different types of school organization. Finally, evidence for thought for a possible paradigm shift is provided.