Wie schneiden Schülerinnen und Schüler an Förderschulen bei PISA ab? Analysen aus der PISA 2012-Zusatzerhebung zu Jugendlichen mit sonderpädagogischem Förderbedarf

There are only few studies in Germany comparing the performance levels of students with special educational needs with those of students without special needs on a nationwide level. Studies taking different types of schooling into account are especially rare. As part of a national oversampling study in PISA 2012, the present investigation examines the performance levels of fifteen-year-old students with special educational needs taught in special needs schools and those of fifteen-year-old students without special needs taught in regular schools of general education. Following the PISA Main Study, students' reading, mathematics and science literacy was assessed accompanied by the question whether valid and reliable measurements within the group of students with special needs can be assumed. With regard to design-related limitations, the results show, as expected, that in all three domains the performance levels of students with special needs are considerably lower than those of students without special needs in other types of schooling.