摘要：Normal 0 21 false false false DE X-NONE X-NONE This paper examines the performance of students attending the private BIP creativity schools at the end of Grade 4 in the domains mathematics, science, and reading. The private BIP creativity schools are elementary schools with a special concept that seeks to foster the giftedness, the intelligence, and the personality of students. BIP schools are predominantly located in the German federal state of Saxonia and in other eastern states of Germany. In order to make a comparison of our findings on a national level possible, the performance of the BIP students was assessed and examined using instruments from the IGLU study. A comparison with the IGLU sample of 2001 reveals that BIP students show considerably higher performance levels in reading, mathematics, and science. Since the sample of BIP students is highly selective, a Propensity Score Matching was applied to match each BIP student with a student from the IGLU sample who has a similar social background. A comparison of the matched samples shows that the advantages of the BIP students decrease clearly in comparison to the unmatched samples. When the composition of the classes is additionally controlled, the advantage of the BIP students is limited only to mathematics.
其他摘要：This paper examines the performance of students attending the private BIP creativity schools at the end of Grade 4 in the domains mathematics, science, and reading. The private BIP creativity schools are elementary schools with a special concept that seeks to foster the giftedness, the intelligence, and the personality of students. BIP schools are predominantly located in the German federal state of Saxonia and in other eastern states of Germany. In order to make a comparison of our findings on a national level possible, the performance of the BIP students was assessed and examined using instruments from the IGLU study. A comparison with the IGLU sample of 2001 reveals that BIP students show considerably higher performance levels in reading, mathematics, and science. Since the sample of BIP students is highly selective, a Propensity Score Matching was applied to match each BIP student with a student from the IGLU sample who has a similar social background. A comparison of the matched samples shows that the advantages of the BIP students decrease clearly in comparison to the unmatched samples. When the composition of the classes is additionally controlled, the advantage of the BIP students is limited only to mathematics.
