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<p>The present study compares students’ reading comprehension and cognitive-instrumental relationships (measured through social networks) among students attending fully integrated all-day schools and half-day schools at the lower secondary level. Based on representative data from the IQB Trends in Student Achievement 2022, we analyzed data from 12,000 ninth-grade students (average age 15.5 years; 48.4&#xa0;% girls, 7040 at half-day schools, and 4960 at all-day schools). First, descriptive analyses examined differences in students’ participation in extracurricular learning and support activities across school organisational forms. Building on these findings, reading comprehension and cognitive-instrumental peer relationships were compared using multilevel analyses, considering differences in school type and students’ background characteristics. Only minor differences in students’ participation in extracurricular learning and support activities were observed between half-day and all-day schools. There were no significant differences in reading comprehension or cognitive-instrumental peer relationships between half-day and all-day schools. The results are discussed in relation to the effectiveness and practical implementation of all-day schools.</p>

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Gebundene Ganztagsschulen und Halbtagsschulen in der Sekundarstufe I: Keine Hinweise auf systematische Unterschiede in Lesekompetenzen und kognitiv-instrumentellen Peer-Beziehungen

  • 期刊论文

  • 发表日期：

    2026年7月22日

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  • Julia Künstler-Sment,
  • Aleksander Kocaj,
  • Georg Lorenz,
  • Malte Jansen

摘要

The present study compares students’ reading comprehension and cognitive-instrumental relationships (measured through social networks) among students attending fully integrated all-day schools and half-day schools at the lower secondary level. Based on representative data from the IQB Trends in Student Achievement 2022, we analyzed data from 12,000 ninth-grade students (average age 15.5 years; 48.4 % girls, 7040 at half-day schools, and 4960 at all-day schools). First, descriptive analyses examined differences in students’ participation in extracurricular learning and support activities across school organisational forms. Building on these findings, reading comprehension and cognitive-instrumental peer relationships were compared using multilevel analyses, considering differences in school type and students’ background characteristics. Only minor differences in students’ participation in extracurricular learning and support activities were observed between half-day and all-day schools. There were no significant differences in reading comprehension or cognitive-instrumental peer relationships between half-day and all-day schools. The results are discussed in relation to the effectiveness and practical implementation of all-day schools.