Warum Schüler:innen immer schlechtere Ergebnisse liefern
Der Schock war groß, als die PISA-Ergebnisse 2022 veröffentlicht wurden. Wenig überraschend kostete die Pandemie vielen Jugendlichen wertvolle Kompetenzen.
Wie Daten über das durchschnittliche Ergebnis der OECD-Länder seit 2000 aber zeigen, ist das nur eine Fortsetzung eines längeren Trends sinkender Ergebnisse.
Der Economist brachte vor kurzem einen Leitartikel dazu und führt diese Faktoren als Erklärung an:
External shocks have played a part. Migration has brought many newcomers who do not speak the language of instruction. Mobile phones distract pupils and keep their heads out of books at home.
The pandemic was hugely disruptive. Many governments closed schools for too long, encouraged by teachers’ unions, and children lost the habit of studying. Attendance in many places is lower than before covid. Classrooms have become rowdier.
Yet education policymakers also bear much of the blame for stagnant standards. In America, for example, fixing schools was once a bipartisan issue.
Today the right obsesses over culture-war trivia, while many on the left practise what George W. Bush called “the soft bigotry of low expectations”, and argue that classrooms are so biased against minorities that it is impossible and immoral to hold all pupils to high standards.
Others want homework and exams to be lightened or scrapped for the sake of pupils’ mental health.