We analyze the subtle mechanisms at work in the interaction between families and schools that underlie social inequalities at the transition point from elementary school into secondary-school tracks in Berlin, Germany. We do so by combining quantitative data from a large-scale survey and assessment study (N = 3,935 students and their parents) with qualitative data from in-depth interviews with parents (N = 25) collected during the 2010–11, 2011–12, and 2012–13 school years. The quantitative analyses show that students from high–socioeconomic status (SES) families were more likely to enter the academic track than were students from low-SES families, even if they performed equally well on a standardized achievement test, had the same grades in school, and received the same track recommendation from their teachers. The qualitative analyses illustrate the many ways in which parents intervene during the transition process, with high-SES parents having particularly effective ways of getting what they want for their children.

中文翻译：

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家长通过多种方式（系统）玩游戏：德国过渡到中学阶段的混合方法证据

我们分析了在家庭与学校之间的互动中起作用的细微机制，这些机制是在德国柏林从小学到中学的过渡时期社会不平等的基础。我们通过将大规模调查和评估研究（N = 3,935名学生及其父母）中的定量数据与2010-11年，2011-12年间与父母进行的深度访谈（N = 25）中的定性数据相结合，以及2012-13学年。定量分析表明，来自高社会经济地位（SES）家庭的学生比来自低SES家庭的学生更有可能进入学业轨道，即使他们在标准化成绩测试中表现出色，并且在学校中的成绩相同，并从老师那里收到了相同的曲目推荐。