Educational Federalism in Germany : Foundationsof Social Inequality in Education

Abstract

This article applies Fuzzy Set Qualitative Comparative Analysis to examine how sub-national education systems affect the extent of social inequality in education within the German federal states. Variations in educational outcomes between the federal states can be primarily attributed to the strict educational decentralization in Germany. We examine four conditions of regional education systems presumed to be relevant for the extent of social inequality in education: the availability of early childhood education, the development of all-day schools, the onset of tracking to different school types, and the degree of tripartition in secondary education. Altogether, we find systematic relationships between the variation of sub-national education systems and the extent of social inequality in education. The results indicate that well-developed early childhood education is necessary for a low degree of educational inequality. However, educational inequality is not directly related to partisan and socioeconomic determinants.