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Educational Processes, Competence Development and Selection Decisions in Preschool and School Age (BiKS-3-10)

Research Question

The first longitudinal study (BiKS-3-10) of the BiKS-project conducted assessments of language and cognitive development of the selected children in kindergarten. The study focused on the development of school achievement depending on structural, attitudinal and procedural aspects of support by the family, kindergarten and school as well as on the formation of school entry decisions.

Test Language

German

Test Period

1. Project phase: Starting sample Autumn 2005: assessments each six month across six times of measurement.
2. Project phase: Beginning in school year 2008/2009: assessments up to the fourth grade across eight times of measurement and supplementary sample.

Test Area

Bavaria and Hessen (no representative sample on the Länder level)

Target Persons

Children from the first year of kindergarten up to school grade 4

Context Persons

Parents and primary school teachers of the participating children

Population / Sample

The multiple stratified random sample aimed for 100 kindergartens by the following criteria:

  • Disproportional stratification of Bavarian and Hessian kindergartens (ration 60:40 due to costs)
  • Disproportional stratification of kindergartens in the cities of Nuremberg and Frankfurt (each 33% plus 67% rural districts)
  • Disproportional stratification regarding children with migration background (33% each for lower, medium and high migrant ratios)

The number of cases of the limited population (excluding forest and nature kindergartens, institutions working completely open, inclusive facilities and kindergartens with two entry schools) is 688 facilities.

The starting sample was composed of about 550 children who, at that point, were cared for in 97 different kindergartens.

After entering school, in selected classes all children and parents willing to participate were furthermore incorporated into the study. Hence, the sample could be expanded to about 1,000 children. In addition to children that were enrolled in school on time, the relatively small groups of early and late enrolled children were further monitored.

Sample Size

Starting sample: n= circa 550 target persons
Supplementary sample: n= circa 1,000 target persons

Survey Procedure and Instruments

Achievement tests and questionnaire based assessment tools for capturing learning environments,
Questionnaires for the educational staff,
Questionnaires for the parents, children and students,
Interviews with the parents

Link to the Detailed Description of the Study

http://www.uni-bamberg.de/en/biks/

Persistent Identifier

DOI: 10.5159/IQB_BIKS_3_10_v1

Data Accessible via Research Data Centre

To the Study Documentation at the FDZ at the IQB: https://www.iqb.hu-berlin.de/fdz/studies/BiKS_3-10 (only available in German)

A description of scales and variables used in the first survey phase are described in the scales handbooks on the homepage of the Research Data Centre (FDZ) at the IQB.

Information about the user conditions can be found here:
https://www.iqb.hu-berlin.de/fdz/fdz/application/idxSetLanguage?lang=en

Contact

Monika Lacher
FDZ Secretary
Phone: +49 30 / 20 93 - 465 52
Email: fdz[at]iqb.hu-berlin.de

Selection of Publications using the Data

https://www.iqb.hu-berlin.de/fdz/studies/BiKS_3-10/BiKS_3-10/Publikationslist.pdf (only available in German)

Related Data

Educational processes, competence development and selection decisions in preschool and school age (BiKS-8-14)

Research Area(s)