„Future and Career Plans Before High School Graduation“ (ZuBAb)
Future and Career Plans Before High School Graduation (ZuBAb)
Overview
Principal Investigators: Prof. Dr. Marita Jacob, Dr. Irena Pietrzyk
Funding Agency: Ministry of Culture and Science in North Rhine-Westphalia, Germany.
Duration: 2025-2027 (36 months)
Collaboration Partners:
Leibniz-Institute for Educational Trajectories (LIfBi)
- Principal Investigator: Prof. Dr. Marcel Helbig
- Scientific Staff: Juliana Schneider
Berlin Social Science Center (WZB)
- Principal Investigator: Dr. Melinda Erdmann
Contact at the University of Cologne:
Universitätsstaße 24 | 50931 Cologne (Germany)
marita.jacob
uni-koeln.de | pietrzyk@wiso.uni-koeln.de
Background
In recent years, the number of young students in Germany who earn a university entrance qualification has continually risen. However, the likelihood of entering higher education is still strongly linked to social origin. For this reason, an increasing number of counseling programs have been implemented in recent years that aim to break the link between young people's educational decisions and their social origin.
In the initial phases of the ZuBAb-project, the positive impact of an intensive long-term counseling program (NRW-Talentscouting) was confirmed, among other things. The current phase builds directly on these preceding phases. Drawing on the knowledge gained to date, the current phase aims to extend and deepen the initial findings of the ZuBAb study.
Objective
Firstly, the subproject "ZuBAb – the Role and Practice of Counseling" (ZuBAb-Counseling) takes a closer look at counselors who support young people with higher education entrance qualifications in choosing their post-secondary educational pathways. The aim is to gain insights into the role and practice of counseling activities in North Rhine-Westphalia. This substudy plans to examine three groups of counselors: counselors working within the NRW-Talentscouting program (so-called “Talentscouts”), student counselors employed at higher education institutions, and counselors from employment agencies (so-called “Agenturen für Arbeit”) who advise young adults on their post-secondary educational pathways. Beyond the goal of describing the diversity of counseling activities in North Rhine-Westphalia (NRW), a research focus lies on the question of how counselors perceive educational success and equal opportunities, and how their perceptions are reflected in their professional understanding.
Secondly, the focus is on investigating the effect of the program. In the previous funding phases, this was determined at a high methodological level using an experimental research design. However, in the field experiment, not all aspects of the program corresponded exactly to the real world conditions. Therefore, the current funding phase aims to examine the effect under real world conditions at the population level, i.e. for the entire state of North Rhine-Westphalia.
Thirdly, the project will carry out further in-depth analyses of the longitudinal data already collected. This will focus on the most recent waves of the survey to examine the long-term impact of the program and to explore selected aspects in greater depth.
Approach and Methods
In order to achieve the objectives of the project, different methods will be employed.
Firstly, a quantitative survey of various counselors is planned. This survey is designed as a complete census of all “Talentscouts” working in NRW. To ensure balanced group sizes, the plan is to recruit a comparable number of student counselors and employment agency counselors in NRW for the survey.
Secondly, external data sources will be used to examine the program’s impact, thereby extending the existing results with secondary data. Using a quasi-experimental design, the higher education enrollment rates at schools where the counseling program is offered will be compared to those at comparable schools where the program is not offered. This will allow for a quasi-experimental estimate of the program’s effect at the population level.
Thirdly, the already collected longitudinal data (from the randomized controlled trial) will be statistically analyzed, with multivariate analysis methods being employed to investigate, for example, the long-term effects of the program and potential gender-specific differences.
Publications
2025
Erdmann, M., Pietrzyk, I., Schneider, J., Helbig, M. & Jacob, M. (in press). Same but different: Gender, social Origin, and university Access. Results from a field experiment on guidance counseling. Research on Social Stratification and Mobility. https://doi.org/10.1016/j.rssm.2025.101062
Pietrzyk, I., Erdmann, M., Schneider, J., Jacob, M., & Helbig, M. (2025). Guidance counseling can reduce inequality in university enrollment in Germany: Results from a randomized controlled trial. Sociology of Education. https://doi.org/10.1177/00380407251323888
Schneider, J., Pietrzyk, I., Erdmann, M., Helbig, M., & Jacob, M. (2025). Individuelle Beratung als Schlüssel zur Chancengleichheit beim Hochschulzugang? Eine experimentelle Studie zu ihrer Wirkung auf verschiedene Ungleichheitsdimensionen (Does Counseling Foster Equal Opportunities in University Access? An Experimental Study on its Effects on Various Dimensions of Inequality). In M. Erdmann, J. Schneider, I. Pietrzyk, M. Helbig, & M. Jacob (Editors.), Auf dem Weg zur Hochschulbildung: Beiträge aus Wissenschaft und Praxis aus NRW (On the Way to Higher Education. Contributions from Science and Practice in North Rhine-Westphalia). Waxmann.
Erdmann, M., Schneider, J., Pietrzyk, I., Helbig, M., & Jacob, M. (Hrsg.) (2025). Auf dem Weg zur Hochschulbildung: Beiträge aus Wissenschaft und Praxis aus NRW (On the Way to Higher Education. Contributions from Science and Practice in North Rhine-Westphalia). Waxmann.
2024
Pietrzyk, I., Neumeyer, S., & Erdmann, M. (2024). Unerwartete Role Models. Jugendliche mit Migrationshintergrund können zu Vorbildern in Sachen Bildung werden (Unexpected Role Models. Young Persons With a Migration Background Can Be Role Models in Education). WZB-Mitteilungen, 3(185), 17-20. https://bibliothek.wzb.eu/artikel/2024/f-26464.pdf
2023
Erdmann, M., Schneider, J., Pietrzyk, I., Jacob, M., & Helbig, M. (2023). The impact of guidance counselling on gender segregation: Major choice and persistence in higher education: An experimental study. Frontiers in Sociology, 8, Article 1154138. https://doi.org/10.3389/fsoc.2023.1154138
Pietrzyk, I., Jacob, M., Erdmann, M. (2023). Who benefits from guidance counseling? Insights on native and immigrant students from low social origins. Kölner Zeitschrift für Soziologie und Sozialpsychologie. https://doi.org/10.1007/s11577-023-00921-3
Pietrzyk, I., & Helbig, M. (2023). To benefit from an educational program, you need to participate: Participation patterns in an educational intervention promoting college access. Journal for Educational Research Online, 15(1), 95-118. https://doi.org/10.31244/jero.2023.01.05
Erdmann, M., Helbig, M., & Pietrzyk, I. (2023). Ein Plädoyer für eine neue methodische Übereinkunft. Zum Potenzial von randomisiert‐kontrollierten Studien in der Evaluation von Schulentwicklungsprogrammen (Pleading for a New Methodological Agreement on the Potential of Randomized Controlled Trials in the Evaluation of School Development Programs). Die Deutsche Schule 115 (3), 247–261. https://doi.org/10.31244/dds.2023.03.08.
2022
Erdmann, M., Pietrzyk, I., Helbig, M., Jacob, M., Stuth, S. (2022). Können intensive Beratungsprogramme soziale Ungleichheit beim Übergang in die Hochschule reduzieren? Ergebnisse eines Feldexperiments (Do Intensive Counseling Programs Reduce Inequality in University Access? Results from a Field Experiment). Schweizerische Zeitschrift für Soziologie 48 (1). 137-162. https://www.econstor.eu/handle/10419/251280
Erdmann, M., Pietrzyk, I., Helbig, M., Jacob, M., & Stuth, S. (2022). Do intensive guidance programs reduce social inequality in the transition to higher education in Germany? : Experimental evidence from the ZuBAb study 0.5 years after high school graduation. (WZB Discussion Paper No. P 2022–001). Berlin Social Science Center. https://bibliothek.wzb.eu/pdf/2022/p22-001.pdf
Erdmann, M., Pietrzyk, I., Helbig, M., Jacob, M., Schneider, J., & Allmendinger, J. (2022). Soziale Ungleichheit beim Hochschulzugang verringern: Intensive Beratung fördert die Passung zwischen Potenzialen und Bildungsentscheidungen (Reducing Social Inequalities in University Access. Intensive Counseling Promotes Better Match Between Students’ Potential and their Educational Choices) (WZBrief Bildung No. 45). Wissenschaftszentrum Berlin für Sozialforschung. https://www.wzb.eu/de/publikationen/wzbrief-bildung
Erdmann, M., Pietrzyk, I., Schneider, J., Helbig, M., Jacob, M., & Allmendinger, J. (2022). Bildungsungleichheit nach der Hochschulreife – das lässt sich ändern: Eine Untersuchung der Wirksamkeit eines intensiven Beratungsprogramms 1,5 Jahre nach dem Abitur (Educational Inequality after High School Graduation Can Be Reduced. A Study of the Effectiveness of an Intensive Counseling Program 1.5 Years After High School Graduation) (WZB Discussion Paper No. P 2022–002). Wissenschaftszentrum Berlin für Sozialforschung. https://bibliothek.wzb.eu/pdf/2022/p22-002.pdf
2021
Erdmann, M., Helbig, M., & Stuth, S. (2021). Lehrende als Gatekeeper für externe Förderprogramme im Bildungssystem: Eine Analyse von Fremdselektionsprozessen bei der Schülerauswahl anhand einer Bildungsintervention (Teachers as gatekeepers of educational support programs. An analysis of external selection processes within an educational intervention). Soziale Welt, 72(3), 255-282. https://doi.org/10.5771/0038-6073-2021-3-255
2019
Pietrzyk, I. & Erdmann, M. (2019). Investigating the Impact of Interventions on Educational Disparities: Estimating Average Treatment Effects (ATEs) is not Sufficient. Research in Social Stratification and Mobility. https://doi.org/10.1016/j.rssm.2019.100471
Pietrzyk, I., Allmendinger, J., Erdmann, M., Helbig, M., Jacob, M., Stuth, S. (2019). Future and Career Plans Before High School Graduation (ZuBAb): Background, Research Questions and Research Design. WZB Discussion Paper, P 2019–004. Berlin, Germany: Wissenschaftszentrum Berlin für Sozialforschung. https://bibliothek.wzb.eu/pdf/2019/p19-004.pdf