PISA test data from 2000 to today have shown Germany’s education system is one of the most inequitable within the OECD, with high correlations between student background and achievement outcomes. Scholars have identified the highly differentiated school structure, which tracks students as young as 10 years old, as a central cause. This scholarship has not evaluated why German tracking has proved difficult to reform over the last 20 years, despite evidence of negative outcomes. Using a case study of parents’ actions in Hamburg, this paper employs a discourse analysis of debates surrounding a tracking reform to argue that opportunity hoarding—that is, parents with more social capital maintaining certain advantages through ingrained systems that are theoretically open to all—may contribute to why Germany’s early tracking system persists despite evidence showing that it increases educational inequality. The findings presented have implications for an international discussion of tracking reform and opportunity hoarding.

从2000年到今天的PISA测试数据表明，德国的教育体系是经合组织中最不公平的体系之一，在学生背景和成就之间有着高度的相关性。学者们已经确定了高度差异化的学校结构，该结构可以追踪10岁以下的学生，这是其主要原因。尽管有负面结果的证据，但该奖学金尚未评估为何在过去的20年中很难证明德国的跟踪技术难以改革。本文以汉堡市父母行为的案例研究为基础，对围绕跟踪改革的辩论进行了话语分析，以论证ard积机会-即，拥有更多社会资本的父母可以通过理论上对所有人开放的根深蒂固的系统来保持某些优势，这可能有助于解释为何尽管证据表明德国的早期追踪系统仍在加剧教育不平等现象，但该系统仍然存在。提出的研究结果对跟踪改革和ho积机会的国际讨论具有启示意义。