year olds in the general educational system in the different educational systems in East
Germany, and, relatedly, social differences between school participants and non-
participants.
Before the analyses can begin, the basic situation for East Germany is described: First, a
description of the traditional German school, reforms in West Germany since the approach
taken in the German Democratic Republic.
2. The German Educational System and East Germany
2.1. The Basis: Social Inequality in the Educational System in Germany
Traditionally, the German educational system, which dates back to before German
separation, has very strongly reproduced the existing social stratification. The traditional
school system – predominant until the 1960s – divided students into three main types of
secondary schools after four years of primary schooling: the Gymnasium, the Realschule,
and the Hauptschule. “The Gymnasium is a nine-year program leading to a degree required
for university entrance. It has traditionally been a selective and demanding institution. The
Realschule leads to a certificate intended to permit entry into white-collar, business, or
skilled trade occupations. The program is three years shorter than the Gymnasium program,
but is also relatively demanding. The Realschul certificate is not sufficient for admission to
the university, but it can provide formal (albeit rare) access to programs that are. The
Hauptschule has the lowest status and provides the least career opportunities. The program
is shorter (including primary school, about nine to ten years), and the schools are not
selective.” (Baker, Esmer, Lenhardt, and Meyer 1985: 216).
In the 1960s, there were heated discussions in West Germany about educational
opportunities. Ever since then, there has been a great deal of attention to the aspects of
gender, region, and parental status as main determinants of educational opportunity. The
2
Convention