Oswald J. KLINGLER

Summary - Educational research in Austria is characterized by a glaring lack of high-quality randomized controlled trials; there is no reliable evidence whatsoever for the effects of the educational measures implemented here.    - This lack of quality also extends to research on language support measures; for these, too, there are no randomized controlled trials that could demonstrate any effects.   - The evaluation of language support classes and language support groups has failed because neither their implementation has been sufficiently successful, nor have randomized controlled trials been conducted to compare the interventions with each other or with a control group.    - Consequently, it cannot be claimed that there is no difference between the effects of the support measures and that segregation is therefore unnecessary.   - The purported evidence in favor of inclusive language support consists primarily of an unsystematic compilation of opinions, ...

  Summary 1. Given the profound impact on individual lives and societal development, educational policy decisions and related recommendations from educational science carry a high degree of responsibility.   2. Due to the complex, future-oriented objectives in education, policymakers should involve not only individual educational scientists but also, more broadly, related social sciences, stakeholders, parents, and teachers—and above all, in a transparent and binding manner.   3. Such broad societal participation should address general educational objectives. However, when it comes to decisions regarding specific measures or methods for achieving these objectives, particular weight should be given to the assessments of those groups most directly involved and affected: educational scientists, parents, and teachers.     4. Educational science bears a significant responsibility for ensuring a reliable data foundation for any decisions that may be made. Participati...